scholarly journals ЗМІСТ ДИРИГЕНТСЬКО-ХОРОВОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА У ПЕДАГОГІЧНИХ ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

2021 ◽  
Vol 1 (2) ◽  
pp. 211-217
Author(s):  
V. V. GRIGORYEVA ◽  
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Art Teachers ◽  
Bachelor's Degree ◽  
Institutions Of Higher Education ◽  
Choral Conducting ◽  
Art Teacher ◽  
Cultural Traditions ◽  
Regional Component ◽  
The Individual

The article considers the problem of choral-conducting training of future music art teachers and its place in the system of professional training in pedagogical institutions of higher education. It is noted that the discipline «Choral Conducting», which is part of the Workshop of choral-conducting training is included in the professional unit of the professional system of training specialists, specialty 014 Secondary Education (Music). It includes knowledge, skills and abilities of conducting and choir organization. The effectiveness of the individual form of conducting training is substantiated, which is due to the specifics of choral conducting as a performing art and contributes to the formation of each student’s professiogram. The author highlights the interdisciplinary links of the course «Choral Conducting» with other disciplines that provide a complex professional training of the student, as well as strengthen his/her professional and pedagogical orientation. The article analyzes the theoretical views and pedagogical principles of representatives of Ukrainian conducting and choral schools, which created unique scientific and pedagogical systems of a conductor’s formation. Based on the main provisions of these systems, the author developed the content of choral-conducting training of future music art teachers in pedagogical institutions of higher education, taking into account the regional component (Zaporizhzhia region, Northern Azov), which is represented by works of relevant composers. The article presents the gradual formation of a music art teacher as a specialist choirmaster. The detailed content of choral-conducting training of bachelor's degree students is given. The basic skills that are complicated and improved in the process of conducting are highlighted. The role of the regional component in the content of educational programs and its assistance in preserving the cultural traditions of the region is determined. Key words: future music art teachers, choral-conducting training, conducting activity, choir.

scholarly journals CONCEPTUAL FOUNDATIONS OF PROFESSIONAL TRAINING OF FUTURE PRACTICAL PSYCHOLOGISTS

2020 ◽  
pp. 137-141
Author(s):  
V. M. Synyshyna
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
World View ◽  
Educational Process ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Social Phenomena ◽  
Fundamental Knowledge ◽  
The Individual ◽  
Conceptual Foundations

The scientific achievements of leading scientists on the selected theme are analyzed and leading ideas, concepts, and main definitions of the research are identified in the article. The creation of proper psycho-didactic conditions in institutions of higher education, which serve as a basis for the formation of professionally significant competences, the development of personal creative potential and active public position in future practical psychologists, is updated. It is argumented that the educational system built on the conceptual foundations of professional training makes it possible to effectively content the educational disciplines, and therefore effective fundamental knowledge, professional-oriented skills, advanced skills, professional norms and values, which have the highest degree of generalization of social phenomena and processes. It is proved that the concept of the study of practical psychology combines professional methodological, philosophical and general scientific principles and scientific-methodological approaches, which are directed at the revealing future professional activity. The outlined conceptual foundations of professional training allow us to modify the educational process in higher education according to the individual needs of future practical psychologists. The methodological analysis of educational phenomenon of practical psychology in institutions of higher education on four basic levels is offered: philosophical-theoretical (evolutionary-theoretical formation of the specialist and his or her effective functioning), methodological (formation of the system of world-view and semantic individual formations for realization of individual’s educational skills and abilities), specific-scientific (acquisition of fundamental knowledge about professional activities) and technological (effective use of methods and techniques of research for acquisition of true empirical knowledge). The conclusion about the importance of outlining of conceptual foundations in the system of professional training of future practical psychologists is made.

A Comparison of IHEs and Non-IHEs as Anchor Institutions and Lead Agents of Promise Neighborhoods Projects

2021 ◽  
pp. 001312452110497
Author(s):  
Whitney Impellizeri ◽  
Vera J. Lee
Keyword(s):  
Higher Education ◽  
Institutions Of Higher Education ◽  
Considerable Time ◽  
Multiple Stakeholders ◽  
Anchor Institutions ◽  
Medical Institutions ◽  
Academic Medical ◽  
The Individual ◽  
Promise Neighborhood ◽  
Anchor Institution

Place-based initiatives, such as the federal Promise Neighborhoods grant, attempt to coordinate interventions, supports, and services with a myriad of organizations to targeted communities. Although Institutions of Higher Education (IHEs), inclusive of academic medical institutions, are among the most overall researched anchor institution, Non-Institutions of Higher Education (NIHEs) have led more Promise Neighborhood grants since the inception of the program in 2010. Therefore, this study compared the revitalization efforts proposed by IHEs ( n = 5) and NIHE ( n = 5) in their applications for Promise Neighborhoods grants awarded between 2016 and 2018. Although similarities existed within and across the applications from NIHEs and IHEs, namely focused on improving academics and health/wellness, the specific interventions, supports, and services proposed by each lead institution largely reflected the individual needs of the targeted communities. The findings from this study illustrate how IHEs and NIHEs are similarly positioned to effectuate change within their communities. Implementing place-based initiatives requires anchor institutions to allocate considerable time and resources in order to adapt to the current needs of the community in real time. Therefore, future lead agents of Promise Neighborhoods should seek to promote an environment that fosters on-going collaboration and mutual trust across and within multiple stakeholders, while also exploring sustainability efforts to extend gains made beyond the duration of the grant.

scholarly journals FORMATION OF PROFESSIONAL MOTIVATION OF STUDENTS OF INSTITUTIONS OF HIGHER EDUCATION TO SELF-REALIZATION IN LIFE

2019 ◽  
pp. 38-41
Author(s):  
А. Marushkevych
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Professional Training ◽  
Professional Competence ◽  
Future Application ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Motivation Interaction ◽  
Professional Self ◽  
Development Of Competencies

The article reveals the issues of professional motivation of graduates of institutions of higher education to self-realization in life, the need for interaction between employers and institutions of higher education, which trains specialists for a particular sphere and not always cope with providing them with the knowledge that affects the development of competencies necessary for the performance of official responsibilities at a particular place of work. The emphasis has been placed on the importance of vocational guidance measures for professional motivation, interaction between employers and institutions of higher education. The importance of acquiring professional competence by students for professional self-realization in the future, application of innovative technologies in their teaching, involvement in situational modeling and project development have been highlighted. It has been emphasized that the component of the student's educational motivation can be orientation to international relations, the state's course on academic mobility. The publication outlines the positions of modern scholars on the difficulties of self-realization in the professional sphere, which are influenced by external and internal factors. It has been noted that in the structure of readiness for professional activity, there are motivational, emotional-volitional, orientational components. It has been emphasized that insufficient level of professional training of graduates is explained by the emphasis on their attention only on the material and social advantages of the chosen profession. The focus is on the need for youth to find appropriate bases of practice that will satisfy the institution of higher education, students and employers. It has been noted that an important role for the employer plays a potential employee's possession with new information technologies. It has been explained that today it is important to rethink the role of scientific designing, counseling, directing students to self-realization and scientific guidance from teachers as mentors, tutors. It has been emphasized that the modernization of the educational branch focuses on the recognition of the diploma of the graduate of the institutions of higher education as evidence of real professional qualifications.

scholarly journals DIDACTIC FUNDAMENTALS OF MUSICAL TRAINING OF FUTURE CHOREOGRAPHY SPECIALISTS IN DOMESTIC HIGHER EDUCATION INSTITUTIONS

2021 ◽  
pp. 91-97
Author(s):  
Oleksandr Кovalenko
Keyword(s):  
Higher Education ◽  
Nervous System ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Musical Training ◽  
Individual Characteristics ◽  
Professional Activity ◽  
Individual Approach ◽  
Professional Activities ◽  
The Individual

The article considers the didactic conditions of musical training of choreographers in higher education institutions of our state. In this work the structural didactic features of musical competence of choreographers are defined, such as: feature of professional activity planning; ways and methods of performing professional activities; communication techniques; organizational skills of choreographers; features of dance and motor motility. The article also states that the author considers an individual approach to take into account the ways of adapting the properties of studentsʼ nervous system to the requirements of professional activity as an effective method of musical training of choreographers in domestic higher education institutions. The article also deals with an individual approach, which takes into account the individual differences of students, the development of techniques, tools and methods of forming professional and musical skills of choreographers, due to the typological properties of the nervous system. At the heart of the individual approach considered in the study there is the idea of understanding a developing student as a person with a unique set of individual qualities. This involves the recognition of different, but equivalent in effectiveness methods of educational and creative activities that meet the objective requirements of the professional activity of the teacher and the individual characteristics of the future specialist.Also, in this paper, it is noted that in pedagogical science didactics is connected with the methods of teaching courses. The method of teaching folk dance is somewhat different from other choreographic disciplines due to the specifics of national dance. All textbooks, programs and methodical materials on folk choreography are authorʼs versions and naturally cannot be accepted by all experts identically. Keywords: musical training, music theory, choreographer, professional training, didactics, didactic bases of training, professional skill, systematic approach to musical training.

scholarly journals THE TO-BE TRANSLATORS’ TRAINING FOR CROSS-CULTURAL COMMUNICATION IN THE SPANISH-ITALIAN ENVIRONMENT THROUGH THE PRISM OF THE PHILOSOPHICAL SCIENCE

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Taras Ye. Pysmennyi ◽  
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Cross Cultural ◽  
Professional Activity ◽  
Professional Interaction ◽  
Cross Cultural Communication ◽  
The Individual ◽  
Effective Use ◽  
Spiritual Potential ◽  
And Linguistics

The article considers the issue of the to-be translators’ training for cross-cultural professional interaction using as an example the communication between representatives of Spanish and Italian cultures. In this study, the author considered the possibility of combining the theoretical discipline of philosophical science with practical exercises for the development of speech competencies in Spanish and Italian foreign languages. After all, philosophy, according to the author, can become an integral auxiliary element in the formation of the worldview of future professionals, the formation of thinking, imagination, disclosure of creative and spiritual potential of the individual for further effective use in the realities of professional activity. The philosophy of education in recent years is considered by many authors as an important element that makes possible conscious educational development, which is not implemented within the dominant mentality. The article also described the essence of the concept of intercultural communication, because it is a fundamental element of professional translation. Given the practicality of new teaching models, the article examines the problem of forming a translator’s personality, their worldview, their human qualities, finding motivation and inspiration, revealing creative and intellectual potential and much more, which includes the process of preparing a translator for cross-cultural professional interaction. The domestic and foreign scientific and journalistic materials of the authors who worked in the field of philosophical science and its relationship with other disciplines and the process of professional training of applicants in higher education were considered and analyzed. Based on the experience and findings of research, the author has developed several examples of practical exercises based on crosscultural interaction in the Spanish-Italian environment, using which students of philology, translation and linguistics can work out and consolidate all necessary competencies in the process of philosophical science tasks. In the course of writing the article, the object of research was analyzed, which was the process of training future translators in higher education on the basis of a combination of philosophy and translation. The subject of research, which was the pedagogical conditions of preparation of future translators for cross-cultural professional interaction on the basis of a combination of philosophy and translation, was also considered. A set of exercises for the practice of cross-cultural interaction in the Spanish-Italian environment was developed, in which students of philology, translation and linguistics can work out and consolidate all the necessary competencies in the process of performing the proposed tasks through the prism of philosophical science. In the future, it is planned to expand and deepen research on this issue and develop new practical exercises and recommendations for their application for a comprehensive coverage of philosophical science for translators.

scholarly journals Training of educational technicians specialized in activity-based learning at institutions of higher education

2021 ◽  
Vol 98 ◽  
pp. 04001
Author(s):  
Vladimir Lvovskiy ◽  
Anton Agapov ◽  
Tatiana Mysina
Keyword(s):  
Higher Education ◽  
General Education ◽  
Professional Training ◽  
Educational Games ◽  
Institutions Of Higher Education ◽  
New Paradigm ◽  
Professional Activities ◽  
Pedagogical Action ◽  
Educational Processes ◽  
Favorable Conditions

A teacher mastering a new paradigm needs professional support. In this case, it is recommended to create collective pedagogical action, in which all reflexive functions are performed by a teacher together with colleagues and educational technicians specialized in activity-based educational methods. The specific task of educational technicians is to follow semantic guidelines and normative frameworks of the above-mentioned pedagogical action. The reflexive position of educational technicians in relation to teaching means is that they should rely on activity-based learning and the corresponding principles of organizing and managing educational processes while supporting teachers. Thus, it is necessary to state that activity-based learning with its foundations, objectives, and methods has not acquired a comprehensive form for its popularization among school teachers. Currently, this paradigm is represented by a set of theoretical constructs from classical Russian psychology and a description of different educational experiments. The prerequisites for the training of educational technicians are associated with the application of the activity-based approach, which is the most developed in general education, for the training of educational technicians specialized in activity-based learning at institutions of higher education, including through the organization of quasi-professional activities. The study aims at considering various aspects of training educational technicians at institutions of higher education, including the specifics of the interim assessment. The authors of the article examine the corresponding literature on activity-based formats of professional training, as well as methods of forming educational events and outlining their content. The results obtained in the course of the study offer possible solutions to creating favorable conditions for the experimental and productive actions of future educational technicians. The novelty of the study is determined by a new approach to the training of educational technicians, which includes educational games having both diagnostic and reflexive potential.

scholarly journals Formation of Ecological Consciousness in the Process of Training Future Economists

2021 ◽  
Vol 26 (1) ◽  
pp. 190-194
Author(s):  
Kateryna Yablunovska ◽  
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Training ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Activities ◽  
Effectiveness Of Training ◽  
Ecological Culture ◽  
The Individual ◽  
High Level

Annotation. Introduction. The article analyzes topical issues of ecological culture formation in the process of training future economists. Modern approaches to the formation of environmental culture during the training of future economists, determining the quality of professional training of future professionals in higher education. Socio-economic changes and the ecological state cause the need for qualitative improvement of professional education of future specialists in the process of professional training with a high level of ecological culture. However, the problem of forming the ecological culture of future economists remains insufficiently studied. Purpose. The aim of the article is to study the formation of ecological culture and thinking, the spread of ethical norms in relation to nature. Results. The analysis of scientific works on the formation of ecological culture in the process of training future economists, revealed the concept of ecological culture of the individual and the concept of educational environment. Attention is paid to the process of formation of ecological culture as a holistic systemic phenomenon in order to develop the ecological and ideological position of a specialist economist. The main measures of preparation of applicants for higher education in economic specialties, which includes the environmental element, have been outlined. The pedagogical conditions that provide the process of education of ecological culture in the educational environment have been singled out. Features of ecological education as an important component of educational process have been considered. Conclusions. It has been proved that the effectiveness of training future professionals and the formation of environmental culture of applicants for higher education will form an opportunity to successfully engage in professional activities in the field of economics after graduation from higher education.

scholarly journals FORMATION OF RESEARCH COMPETENCE OF FUTURE HIGHER SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 100 (1) ◽  
pp. 175-184
Author(s):  
М. В. Роганова ◽  
O. I. Чайка ◽  
С. С. Рашидова
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Competence ◽  
The Future ◽  
Teachers And Students ◽  
The Individual

The article reveals the theoretical aspects of the problem of forming the research competence of future teachers of higher education, which is associated with the transition to a unified European education system and the renewal of the educational process of higher education with an orientation towards the formation and development of the personality of a competent teacher-researcher who owns the technology of scientific and pedagogical activity. The necessity of the development of the intellectual consciousness of the future teacher of higher education, which determines the style of scientific thinking, is substantiated by the main indicators of consistency, dynamism, problematicity, categoricality, reflexivity, evidence, predictability, projectivity, search ability, creativity. The authors have revealed the structure and the content of the research competence of the future teachers of higher education. The structural components of the research competence of future teachers of higher education are highlighted: cognitive, diagnostic, project constructive, technological, reflective, communicative. The pedagogical conditions for the formation of research competence of the future teacher of higher education are scientifically substantiated: motivational and value, creating needs and determining the persistent positive motivation of the future teacher of higher education in mastering research qualities; meaningful and constructive, which combine the individual and technological capabilities of scientific and pedagogical activity and the requirements of the forthcoming professional activity of a teacher of higher education; organizational and pedagogical, determining the establishment and retention of pedagogically expedient relationships between teachers and students, based on cooperation and mutual interest in research; reflexive-corrective, contributing to the analysis, accounting and correction of the process and the result of the formation of research competence in future teachers of higher education.

scholarly journals RESEARCH OF THE PROBLEM OF TRAINING FUTURE TEACHERS IN FOREIGN THEORY AND PRACTICE

2021 ◽  
pp. 61-67
Author(s):  
Mkrtichian O.A.
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Growth ◽  
Professional Training ◽  
Preschool Education ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Training Institution ◽  
Institutions Of Higher Education ◽  
The World

In the context of globalization trends of innovative development of the preschool education system, the problems of the content of professional training of specialists of preschool educational institutions, in particular in foreign countries of the world, become especially relevant. Training a competitive in the labor market, highly qualified, professionally competent, creative specialist who is fluent in the acquired skills and abilities, strives for professional growth, social and professional mobility, is the important aspect of education system.The article reflects the current trends in education in the world, cultural centuries-old relations between these countries, the specifics of their cultural and national traditions and manifests itself in the value-based principles on which this training is based, in its structure, content and organization; the general and special in training of experts of preschool education abroad in modern conditions is revealed. Thus, preschools in Denmark are known for the high quality of pedagogical work, whose activities are aimed at developing educational potential and the formation of psychological, pedagogical and social skills of children, stimulating their imagination, creativity and speech skills, involvement in cultural values and nature; the training of future educators in France takes place both in the institutions of higher education and in the system of secondary special education and involves a change in the structure and content of education.In Germany, specialist training takes place in secondary special institutions, in particular, social and pedagogical colleges. In the modern training of educators there is a strengthening of the methodological and didactic side, but in many respects it focuses on the didactics and methods of teaching primary school. The responsibility for the professional education of educators of the Belarusian preschool institutions is assigned to pedagogical colleges and institutions of higher education. The level of teacher training determines his social status and includes: training of general educators; specialists in new specialties in colleges; educators for preschool educational institutions of new types; social, correctional teachers, teachers-rehabilitation specialists, psychologists and heads of a separate profile; teachers-managers. The conditions of training of educators of preschool institutions China and Turkey are also characterized.Key words: future educators, professional training, institution of higher education, foreign experience, pedagogical process, applicants for education. У контексті глобалізаційних тенденцій інноваційного розвитку системи дошкільної освіти особливої актуальності набувають проблеми змісту професійної підготовки фахівців дошкільних навчальних закладів, зокрема в зарубіжних країнах світу. Підготовка конкурентоздатного на ринку праці, висококваліфікованого, професійно компетентного, креативного спеціаліста, який вільно володіє набутими вміннями і навичками, прагне до професійного зростання, соціальної і фахової мобільності, – важливий аспект системи освіти.У статті відображаються сучасні тенденції розвитку освіти у світі, культурні багатовікові відносини між цими країнами, специфіка їх культурних національних традицій проявляється в ціннісно-цільових засадах, на яких будується ця підготовка, в її структурі, змісті та організації; виявлено загальне й осо-бливе в підготовці фахівців дошкільної освіти за кордоном в сучасних умовах. Так, дошкільні установи в Данії відомі високою якістю педагогічної роботи, діяльність яких спрямована на розвиток навчаль-ного потенціалу та формування психологічних, педагогічних і соціальних навичок дітей, стимуляцію їх фантазії, творчості та мовленнєвих навичок, на залучення до культурних цінностей і природи; під-готовка майбутніх вихователів Франції відбувається як у ЗВО, так і в системі середньої спеціальної освіти й передбачає зміну структури та змісту освіти.У Німеччині підготовка фахівця відбувається в середньо-спеціальних установах, зокрема соціаль-но-педагогічних технікумах. У сучасній підготовці вихователів є посилення методико-дидактичної сторони, але ж багато в чому вона орієнтується на дидактику та методику навчання початкової шко-ли. Відповідальність за професійну освіту вихователів ЗДО Білорусі покладено на педагогічні коледжі й ЗВО. Рівень підготовки фахівців визначає його соціальний статус і передбачає: підготовку виховате-лів загального профілю; фахівців за новими спеціальностями в коледжах; вихователів для дошкільних освітніх установ нових типів; соціальних, корекційних педагогів, педагогів-реабілітологів, психологів і керівників окремого профілю; педагогів-управлінців. Також схарактеризовано умови підготовки вихо-вателів ЗДО Китаю та Туреччини.Ключові слова: майбутні вихователі, професійна підготовка, заклад вищої освіти, зарубіжний досвід, педагогічний процес, здобувачі освіти.

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