scholarly journals STATE OF IMPLEMENTATION OF ECOLOGICAL TRAINING OF FUTURE TEACHERS OF NATURAL SCIENCES

2021 ◽  
pp. 176-184
Author(s):  
Інна Сяська
Keyword(s):  
Higher Education ◽  
Natural Sciences ◽  
Future Teachers ◽  
Educational Content ◽  
Professional Programs ◽  
Study Results ◽  
Environmental Component ◽  
Ecological Culture ◽  
Internship Programs ◽  
Educational Professional

The article considers the problems of ecological training of future teachers of natural sciences in higher education institutions. In order to study the educational environment effectiveness on the process of formation of ecological competency of future teachers of natural sciences, an analysis of educational professional programs for their filling ecological content and conducted teachers and students survey. The main criterion of analysis was the presence of ecological disciplines (subjects of theoretical and applied ecology, methodology of ecological education and upbringing) and disciplines that determine the theoretical foundations of ecological culture and students' worldview of in the educational content. Based on the study results, promising guidelines for improving the effectiveness of students' ecological training of the first and second levels of higher education in the specialty “Secondary Education” of natural profile has been defined. In most universities that train teachers of natural sciences, the environmental component needs to be strengthened in the content of educational professional programs. Most ecological disciplines are optional, so we suggest including at least 50 % of the environmental component in the mandatory block. Due to the intersectional nature of ecology as a science, it is possible to further involve the potential of educational content in the formation of students' ecological competency. Such approaches should be used when designing training and internship programs, in which students will have the opportunity to gain experience in environmentally sound behavior and activities. Important in the students' ecological training is their participation in the work of environmental NGOs, environmental movements, volunteering, which allows to implement the acquired knowledge in practice and contributes to the formation of ecological culture and worldview of future teachers of natural sciences.

scholarly journals Automated analysis of the educational-professional program "Informatics", implemented at the faculty of computer science and cybernetics, with the programs of other institutions of higher education in the specialty 122 "Computer Science"

2020 ◽  
pp. 49-62
Author(s):  
L. L. Omelchuk ◽  
N. G. Rusina
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Comparative Analysis ◽  
Computer Science ◽  
Educational Program ◽  
Automated Analysis ◽  
Institutions Of Higher Education ◽  
Professional Programs ◽  
National University ◽  
Educational Professional

The article presents a comparative analysis of the educational and professional program "Informatics" of the first (bachelor's) level of higher education in the field of knowledge 12 "Information Technology", specialty 122 "Computer Science", which is implemented at the Faculty of Computer Science and Cybernetics Taras Shevchenko National University of Kyiv with educational and professional programs of the same level and specialties of other institutions of higher education in Ukraine. During the analysis, they were compared with the approved standard of the first (bachelor's) level of higher education in the specialty 122 "Computer Science". In order to conduct a comparative analysis, the authors developed and completed a educational program database. The result of the study is checking the educational program for completeness, that is lack of competencies that are not provided by any discipline and sufficiency, that is the lack of disciplines that do not provide any competence. The ratio of competencies and disciplines in different programs in a common specialty is analyzed.

scholarly journals La relevancia encubierta del género: las percepciones de los futuros maestros sobre la igualdad y las desigualdades contextuales

2016 ◽  
Vol 10 (2) ◽  
pp. 93
Author(s):  
Gladys Merma Molina ◽  
María Alejandra Ávalos Ramos ◽  
María Ángeles Martínez Ruiz
Keyword(s):  
Higher Education ◽  
Gender Identity ◽  
Future Teachers ◽  
Gender Differentials ◽  
Study Results ◽  
Research Questions ◽  
The University ◽  
Culture Of Gender ◽  
Futuros Maestros

Resumen: Este artículo indaga sobre las percepcionesy las actitudes de los estudiantes, futuros maestros deEducación Infantil, sobre la igualdad de oportunidadesde género. Para ello se han planteado las siguientescuestiones de investigación: ¿Cuál es la visión de losalumnos sobre la igualdad de oportunidades de género?y ¿Qué vivencias relacionadas con la discriminaciónde género dentro y fuera del ámbito universitariomanifiestan haber experimentado los estudiantes? Lametodología cualitativa, utilizada en la investigación,nos ha permitido analizar el pensamiento del alumnadoa través de sus propias voces. Los resultados del estudiomuestran que los estudiantes son conscientes de laimportancia de la igualdad; no obstante, denuncian lapersistencia de creencias estereotipadas y disparidadesespecialmente fuera de la universidad. Aun así, susexpectativas son positivas y apuestan por avanzar enla igualdad de oportunidades fundamentalmente en laformación académica y en el desempeño profesional.Aunque en ocasiones existen ciertas incongruencias entrecómo piensan y actúan, muestran una postura favorablehacia la equidad. Este estudio pone en evidencia que esimportante desarrollar acciones concretas y formalesen la docencia universitaria, ya que una legislaciónfavorable no es suficiente para construir una auténticacultura de género.Palabras clave: igualdad de oportunidades degénero, educación universitaria, identidad de género,diferenciales de géneroCovert Gender Relevance: Perceptions of FutureTeachers on Equality and Contextual InequalitiesAbstract: This article explores the perceptions andattitudes of students, future teachers of elementaryeducation, about equal gender opportunities, on thebasis of the following research questions: What is thevision of the students on equal gender opportunities?And, what experiences related to gender discriminationinside and outside the university have students lived? Thequalitative methodology used in the research has allowedus to analyze the students’ thinking through their ownvoices. The study results show that students are awareof the importance of equality; however, they denouncethe persistence of stereotypical beliefs and disparitiesespecially outside the university. Even so, expectationsare positive and they are committed to advancing equalopportunities mainly in academic and professionalperformance. Although there are some inconsistenciesbetween how they think and act, they show a favorablestance towards equity. This study highlights theimportance of developing concrete and formal action inuniversity teaching because favorable legislation is notenough to build a true culture of gender equity.Keywords: equal gender opportunities, higher education,gender identity, gender differentials

scholarly journals Inquiry-based learning as a facilitator to student engagement in undergraduate and graduate social work programs

2020 ◽  
Vol 8 (1) ◽  
pp. 187-207 ◽  
Author(s):  
Beth Archer-Kuhn ◽  
Yeonjung Lee ◽  
Savannah Finnessey ◽  
Jacky Liu
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Student Engagement ◽  
Integrative Learning ◽  
Inquiry Based Learning ◽  
Professional Programs ◽  
Study Results ◽  
Higher Order Learning ◽  
Social Work Programs ◽  
Work Education

This seven-cohort mixed methods study examines student engagement in their learning in higher education utilizing inquiry-based learning. The study was conducted in varied settings (on-campus, in community, and study abroad), and across various degree levels (undergraduate, graduate, and doctoral) in social work education. Study results reveal an increase in participant reflective and integrative learning, and an increase in higher-order learning. Qualitative findings support the results through four emergent themes: (1) experience of inquiry-based learning, (2) adjustments required for learning process, (3) impactful facilitators to learning, and (4) developing deep learning. Implications and recommendations are offered for higher education and professional programs.

scholarly journals FORMATION OF FUTURE TEACHER’S READYNESS FOR THE INFORMATION COMPETENCE SELF-DESIGN IN THE EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION ESTABLISHMENTS

2021 ◽  
pp. 104-112
Author(s):  
Vira Kurok ◽  
Anatoliy Hritchenko
Keyword(s):  
Higher Education ◽  
Formation Process ◽  
Experimental Testing ◽  
Final Diagnosis ◽  
Educational Environment ◽  
Educational Process ◽  
Future Teachers ◽  
Pedagogical Tools ◽  
Study Results ◽  
Methodological Approaches

The article highlights the theoretical and practical aspects of the formation of future teachers’ readiness for the information competence self-design by means of the educational environment. The essence of the concept of “information competence” from the standpoint of different sciences and methodological approaches has been revealed. An appropriate educational environment of HEE was created to implement the technology of the formation of future teachers' readiness for the information competence self-design. This educational environment is a set of organizational, psychological and pedagogical actions and tools aimed at organizational and managerial, information and didactic, scientific and methodological and logistical support of this process, its main subjects. The modular object-oriented dynamic environment of Moodle is used for the realization of educational process tasks on the formation of future teachers' readiness for the information competence self-design. Experimental testing of the developed technology was conducted on 3 stages: ascertaining (diagnostics methods development of the formation of future teacher’s readiness for the information competence self-design, conducting initial diagnostics in control and experimental groups and designing the formation process of a specialist’s specified quality on the basis of research results and developed technology of its implementation in the educational environment of HEE), formative (the developed technology introduction, pedagogical tools, scientific and methodical support of the formation process of future teacher’s readiness for the information competence self-design, monitoring the formation level of the studied phenomenon in students of control and experimental groups), control (final diagnosis, comparative analysis of initial and final diagnosis). The study results indicate the positive impact of the developed technology on the dynamics level of the future teachers’ readiness for the information competence self-design in the educational environment of HEE. Keywords: information competence; teacher’s information competence; functions of information competence; future teacher; educational environment of HEE; methodological approaches; self-design; technology of readiness formation; higher education establishment (HEE).

scholarly journals IMPLEMENTATION OF HEALTH-SAFETY TECHNOLOGIES IN EDUCATION UNITS

2018 ◽  
pp. 142-146
Author(s):  
V. ONIPKO ◽  
M. DIACHENKO-BOHUN
Keyword(s):  
Higher Education ◽  
Health Professional ◽  
Basic Concept ◽  
Higher Education Institutions ◽  
Natural Sciences ◽  
Educational Process ◽  
Targeted Prevention ◽  
Future Teachers ◽  
Basic Concepts ◽  
Level Of Training

The basic concept for the  preparation of  future  teachers of natural sciences to implement technology maintaining health in the educational process in secondary schools. The analysis of certain terms describing the specified educational process. Found that define the content and nature of the basic concepts is an important aspect of the process of preparing future teachers of natural sciences at higher education institutions to preserve the health of students. It is reported that one of the main objectives of the educational process is the active use of various technologies improving character. It is noted that competent implementation of technologies depends on maintaining health professional readiness of teachers  for targeted prevention and rehabilitation of schoolchildren. It provides the necessary level of training of teachers in higher education institutions, consolidation of resources natural content of education, its development focus on maintaining health and improving the technological component of preparing students for practice.

scholarly journals METHODICAL COMPONENT OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF INFORMAT- ICS IN THE CONDITIONS OF THE ESTABLISHMENT OF HIGHER EDUCATION

2020 ◽  
pp. 62-66
Author(s):  
Nataliia PAVLOVA ◽  
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Professional Training ◽  
Education Institution ◽  
Training System ◽  
Educational Process ◽  
Future Teachers ◽  
Institu Tions ◽  
Process Component ◽  
Educational Professional

The meaning of the concept "methodical training of future teachers" is revealed. The need to im- prove the methodological training of future computer sci- ence teachers while studying in higher education institu- tions is substantiated. The analysis of the methodical component of professional training of applicants for higher education at the bachelor's and master's levels according to the educational-professional program Secondary Edu- cation (Informatics) is carried out. Methodical training of applicants for higher pedagogical education is aimed at mastering the basics of methodical activities of the subject teacher and is based on special (subject), psychological, pedagogical and methodological knowledge and skills, as well as professional motives that permeate each of the previous components. The peculiarities of the organization of methodical training in the process of studying the methods of teaching computer science are revealed, ex- amples of educational and methodical tasks are given, the solution of which is aimed at mastering methodical knowledge and formation of methodical skills. Emphasis is placed on the methodological training of future teachers on the basis of the competence paradigm. Methodological training should be cross-cutting and reflected at all stages of obtaining the qualification of "computer science teacher" in a higher education institution, primarily by means of disciplines from the cycle of professional training of com- pulsory and elective components of the educational- professional program. It is necessary to take into account the purpose and objectives of the school course "Informat- ics", tools, methods and principles of teaching, content of educational material, projected learning outcomes, meth- ods of teaching computer science in general and its indi- vidual sections, the dynamic development of computer science as a basic science and as a discipline in the sec- ondary education institutions. Methodical training of future teachers of computer science is considered as: learning process; component of the training system; learn- ing outcome. It is found that the result of methodical train- ing is acquired at a certain level of methodological compe- tence, which reflects the formed skills to reasonably and methodically construct the educational process from the school course of computer science for a specific didactic situation taking into account psychological mechanisms of learning and developing computer skills.

The Training of the Fufure Teachers of Ukrainian Language and Literature by Means of Interactive Studying Techniques

2020 ◽  
pp. 248-269
Author(s):  
Tetiana Rybchenko Keser
Keyword(s):  
Higher Education ◽  
Interactive Learning ◽  
Educational Institution ◽  
Learning Technologies ◽  
Educational Process ◽  
Project Work ◽  
Future Teachers ◽  
Learning Methods ◽  
Main Research ◽  
Language And Literature

The article focuses on the theoretical and methodological aspects of the use of interactive learning and its advantages over traditional learning. The use of interactive learning in both secondary and higher education is analyzed. The research goal is to theoretically substantiate and highlight the introduction of methods of the model of training future Ukrainian language and literature teachers by means of interactive learning technologies, as well as to determine the factors of their choice. The main research methods used were analysis, generalization and modeling, observation, synthesis, systematization. The results of the conducted research allowed the author to reveal the qualities that a future teacher of Ukrainian language and literature should possess; to describe some pedagogical problems of training the future teachers of Ukrainian language and literature by means of interactive learning technologies.The benefit of this study is the defined content of interactive learning, which is believed to be a specially organized comfortable mutual learning of participants of the educational process as equal its subjects, which provides for their continuous active interaction, during which each of the students realizes and reflects all its knowledge and actions, feels successful and intellectually capable. The author identified such interactive learning methods of the model of training future teachers of Ukrainian language and literature in higher education institutions as: trainings, educational discussions; game technologies; interactive lectures: problem lectures, lecture-visualization, binary lecture, lecture-press conference, round table, cases, brainstorming. Moreover, the most used interactive learning methods of training future teachers of Ukrainian language and literature in universities are given and theoretically grounded; they are training, discussion, role playimg, method of «Spoiled phone», method of «remote project work Minecraft», «Сourt hearing», «Augmented reality», use of presentations. The author highlights their introduction into the work of the National Pedagogical Dragomanov University, states the positive aspects of interactive learning compared to classical one, determines seven factors for the choice of methods. As a result the author makes a conclusion that the use of interactive technologies not only contributes to the creation of an atmosphere of cooperation and mutual understanding in the educational institution, but also implements the basic principles of personality-oriented learning.

Features of teaching the discipline "Didactics of higher education" in non-pedagogical specialties

2019 ◽  
Author(s):  
Anna Stareva
Keyword(s):  
Higher Education ◽  
Informal Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Professional Activity ◽  
Education Students ◽  
Professional Programs ◽  
Process Formation ◽  
The Future ◽  
Student Training

The author reveals the necessity of introducing into the educational and professional programs of preparation of masters of non-pedagogical specialties of the discipline "Didactics of higher education". Formation of pedagogical competences of the teacher of the higher school will allow the future specialists professional activity in the institutions of higher education. The article reveals the essence of didactic competence and peculiarities of its formation in higher education students in the current conditions of organizing the initial process. The competency approach should permeate all aspects of student training. Therefore, a special (didactic) competence should be included in the list of the graduates' learning outcomes. The didactic competence is the ability to apply knowledge of psychology and pedagogy (didactics) in the educational process of higher education institutions. In the orientation of the educational and professional program of the master of non-pedagogical specialties it is necessary to enter competencies that allow him to engage in teaching activities. General competences add to the ability to carry out pedagogical activities using innovative educational technologies, and special competences add to the ability to organize the educational process and carry out scientific research in order to solve topical problems of the theory, methodology, organization and practice of higher education students. One of the most important compulsory (normative) disciplines that enable the future specialist to teach special and professional disciplines in higher education institutions should be "Didactic of Higher Education". This is the main feature of forming didactic competence in higher education institutions. But the competent approach in higher education does not come down to a separate discipline, but because the phenomenon of integral and dynamic develops in the process of formal, non-formal and informal education and is in constant development and self-development. All stages of preparation of the master of non-pedagogical specialties for teaching activity should be directed on achievement of the main purpose of the educational process — formation of pedagogical competences of applicants of higher education.

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