scholarly journals DEVELOPMENT OF FUTURE TEACHERS’ PERSONAL EXPERIENCEIN THE PROCESS OF THEIR PROFESSIONAL TRAINING

2020 ◽  
pp. 5-12
Author(s):  
Olena KONONKO ◽  
Keyword(s):  
Personal Experience ◽  
Professional Training ◽  
Functional Model ◽  
Preschool Education ◽  
Educational Process ◽  
Value Systems ◽  
Self Awareness ◽  
Self Confidence ◽  
Problem Situations ◽  
The Future

ntroduction. The article reveals the es-sence of the concept of "personal experience", which means a set of knowledge, skills, abilities, habits, value systems; it is substantiated that the phenomenon is mani-fested in the ability of the future specialist of preschool education to make theirown adequate decisions. Criteria and indicators of development of personal experience of the student in educational process of ZVO of a pedagogical profile are defined, its typology is characterized. The author's model of optimization of educational process is presented, principles, psychological and pedagogical conditions, methods and forms of actualization and en-richment of personal experience are definedThe purpose to theoretically substantiate the phenom-enon of personal experience, to characterize theauthor's typology of personal experience of the future specialist of preschool education, to present the model of its effective actualization and development.Methods:analysis and generalization of data of philo-sophical and psychological–pedagogical literature; theo-retical modeling to build an experimental structural and functional model of the study; questionnaires, creation of problem situations, project method.Results.It is substantiated that the problem of devel-opment of personal experience of future specialists in preschool education is insufficiently studied by domestic science. The content and structure of the leading category are determined, the criteria for assessing the degree of development of students' own experience are developed. The criteria include: the productivity of their lives and activities, the development of self-awareness, the nature of motivation, basic qualities and properties. The indica-tors of the criteria were the degree of formation of knowledge, skills and attitudes of thesubjects to the profession and their own experience as a personal re-source. The author's typology of personal experience of future specialists in the preschool sphere has been devel-oped, which consists of four types–spiritually oriented, personalized, technologically subordinated and pragmat-ic. It is stated that in the traditional organization of the educational process in the Free Economic Zone, the vast majority of future professionals are characterized by insufficient independence, self-confidence andcreativity.An author's model of optimization of the educational process aimed at updating and developing the personal experience of future preschool education specialists has been created. The psychological and pedagogical condi-tions include: the development of reflection, adequate assessment of events, situations, achievements and shortcomings; bringing the content of education closer to the realities of modern life; exercise in the ability to per-ceive and interpret phenomena, actions, results of activi-ties from different points of view, to distinguish appropri-ate and unreasonable; fostering openness to new experi-ences, development of interest and ability to experiment, vary, show independence and creativity, move away from patterns. An effective method of implementing this strate-gy has been developed.Originality: for the first time: criteria for assessing the types of personal position of future preschool education specialists are determined, an author's typology is creat-ed, a structural-functional modelof optimization of the educational process is developed; received further devel-opment of key research concepts.Conclusion.The future experience of the future spe-cialist of preschool education as a personal integral and an important resource contributes to the full professional development of student youth. The author's model of optimization of the process of personal and professional training of young people actualizes the problem of person-al experience, determines the vectors and tools of its development. The developed structural and functional model is aimed at creating a creative environment in the institution of higher education, ensuring the balance of basic and new information, the formation of students' conscious attitude to life and the chosen profession.Keywords:

scholarly journals Personal interest in the formation of the subjective position of the future pre-school teachers

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 159-165
Author(s):  
Julia Kosenko
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Professional Competence ◽  
Personal Responsibility ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Preschool Education ◽  
Educational Process ◽  
Personal Interest ◽  
The Future

The article reveals the essence of the subjective position of future preschool teachers in the process of vocational training. The content of the concepts such as «subject», «subjectivity», «subjective position» is characterized; the essence of the concept of «personal interest» is clarified. The author’s understanding of the student’s subjective position is a well-established system of his attitude to professional education, personal self-expression in the educational process of higher educational institution, to his own «Self» – his abilities, potential opportunities, individual peculiarities of mental processes (thinking, speaking, memory, imagination, etc.). As a quality of personality, the subjective position of the student is the manifestation of his positive and active attitude to his own professional training at university, cognitive activity, own efforts, specific actions, concrete acts, independence in determining the individual path of theoretical and practical learning, personal responsibility for formation of professional competence. The student’s personal interest in professional training is characterized as his aspiration, focus on deep knowledge of the future profession, manifested in cognitive needs, professional orientation, a conscious understanding of the purpose of future professional activities, responsible attitude to the tasks and content of professional training. The role and main ways of development of personal interest of the student to professional training and formation of a subjective position of the future teacher of preschool education in this process are defined.

scholarly journals Psychological-pedagogical support of professional training aimed at future Specialists of Preschool Educational Institutions

2019 ◽  
pp. 165-171
Author(s):  
Iryna Nepomniashcha
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Preschool Education ◽  
Education Institution ◽  
Personal Communication ◽  
Educational Process ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Social Monitoring ◽  
The Future

The article reveals the essence of the concept “support” and its place in the professional training intended for future specialists of preschool education institutions (PSEI). The types of support have been determined, to be more precise: psychological, pedagogical, communicative, speech-centred, methodological, social, monitoring, etc. It has been concluded that the overall purpose of the psychological and pedagogical support in the educational process is to ensure the full development of the future specialist of a preschool education institution (the subject). The psychological and pedagogical support is widely used in the process of professional training intended for future preschool teachers. It has been substantiated that the tasks of the psychological and pedagogical support are fulfilled in the unity of the scientific-theoretical, methodological and practical components of the training aimed at future teachers of the PSEIs, which is reflected in the curricula. The leading role in the professional training belongs to the cycle of the disciplines aimed at profession-oriented and practical training as well as pedagogical practice, the latter being the main component and the result signalising about the professional readiness of the future PSEI specialists. While conducting the questionnaire aimed at studying and improving the professional training within the process of pedagogical practice, we came to the conclusion that it is necessary to use psychological and pedagogical support, enhancing the humanistic-personal communication of the teacher in the process of studying in institutions of higher education, which testifies to the high motivation of modern students to pedagogical activities, their desire to professional self-improvement and self-development, the orientation to the enrichment of professional competence in the latest scientific achievements, as well as the realization of their own scientific and methodological research. The psychological and pedagogical support for the professional training intended for the future professionals of PSEIs is used to outline and form a positive profession- and person-oriented “I”, confidence in his / her own abilities, creative development, independence in making positive decisions, etc. Keywords: support, psychological and pedagogical support, methodological and speech support, professional training, future specialists of preschool education.

scholarly journals Formation of the future preschool educators’ information culture

2019 ◽  
Vol 65 (2) ◽  
pp. 177-182
Author(s):  
Natalia Lystopad
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Preschool Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Necessary Condition ◽  
Information Culture ◽  
Proficiency Levels ◽  
The Future ◽  
Preschool Educators

The article deals with the problem regarding the formation of the future preschool educators’ information culture. It is substantiated that the information culture is a necessary condition for the modern education and subsequent successful professional activity of an educator in preschool educational institutions. It has been proved that under conditions of widespread use of modern information and communication technologies in the educational process of preschool educational institutions, the requirements to the future educators’ professional training are greatly expanded, and therefore the need to form the preschool educators’ information culture is originated from the real needs of renewing the preschool education system. The essence of the notion «preschool educator’s information culture» has been considered. It has been proved that the information culture of the future educator of a preschool educational institution is a qualitatively new form of the educator’s mental activity organization based on the use of information tools, which allows improving professional activities in preschool educational institutions. It has been substantiated that the definition of the «information culture» is multidimensional and diverse and is considered as a special type, as a subsystem of the preschool educator’s professional culture. The structure of the educator’s information culture is a synthesis of structural components (cognitive, axiological, behavioural) ensuring in their interaction the integrity and functioning of this type of culture. The necessity to develop the designated culture has been scientifically grounded and the formation peculiarities of the future preschool educators’ information culture have been revealed. The methodology aimed at forming future educators’ information culture while studying «Introduction to the specialty and basics of Pedagogy», «Preschool Pedagogy and the History of Preschool Pedagogy», «New information technologies in Preschool Education», «Computer technologies used in the work with children», professional methods, the bachelor curriculum in the specialty 012 Pre-school education has been proposed. The proficiency indicators of the educator’s information culture have been determined. The proficiency (development) levels of the future educators’ information culture have been specified: sufficient, intermediate, low. The tools and methods for diagnosing the proficiency levels of the future preschool educators’ information culture have been proposed. The results of diagnosing the proficiency levels of the future preschool educators’ information culture have been presented. The analysis of the experimental work shows the effectiveness of the developed methodology aimed at the formation of the future educators’ information culture according to all the selected components.

Personal therapy as an important aspect of psychologists and psychotherapists' professional training

2021 ◽  
Vol 2-3 (23) ◽  
pp. 77-90
Author(s):  
Helena Lazos ◽  
Keyword(s):  
Personal Experience ◽  
Professional Training ◽  
The United States ◽  
Training And Development ◽  
Educational Process ◽  
Self Awareness ◽  
Personal Therapy ◽  
Relevant Research ◽  
Professional Identification ◽  
Professional Goals

ntroduction. Personal therapy is an emotionally and professionally important experience that should be central to the training and development ofhealth professionals -psychologists and psychotherapists.Aim. Based on the analysis of latest research, to identify the main trends in giving personal therapy to counselors and psychologists as a mandatory part of their professional training.Results. Personal therapy, according to foreign research, is at the epicenter of psychologists' educational space. In most European countries and the United States, personal therapy is a prerequisite to obtaining a degree in counseling. In those countries, personaltherapy is received by every three out of four psychology students, while in Ukraine only one out of four students goes into therapy. Specialists value their personal experience of therapy more than their didactic training. The inclusion of personal therapy in the educational process helps to achieve students' personal and professional goals, as well as to increase their levels of self-awareness and professional identification through the internalization of their professional qualities.Conclusions. The analysis of latest relevant research has found a strong need for psychology/psychotherapy students' personal therapy as an effective method of forming their professional position and necessary professional qualities.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

scholarly journals DEVELOPMENT OF POLITICAL CULTURE OF FUTURE OFFICERS IN EDUCATIONAL SPACE OF HIGHER MILITARY EDUCATIONAL ESTABLISHMENT

2021 ◽  
Vol 25 (2) ◽  
pp. 101-111
Author(s):  
Мар’яна ЛЕВКО
Keyword(s):  
Political Culture ◽  
Professional Training ◽  
Functional Model ◽  
Armed Forces ◽  
Component Composition ◽  
Political Orientation ◽  
Educational Process ◽  
Professional Activity ◽  
Educational Work ◽  
Other World

The article deals with analysis and generalization of methodological fundamentals of the development of political culture of future officers in the educational process of higher military educational establishments. It was clarified that formation of political culture of cadets depends on the teacher, since their general culture and personal qualities are a tool of influence upon them.A military instructor promotes development of political culture of future officers through the use of various methods, techniques and forms of training that help to form cadets’ interest in politics, political knowledge, education of political self-education, acquisition of democratic norms and values, desire to know and study political traditions of Ukrainian people and other world nations.Taking into account different methodological approaches including system, personality-oriented, culturological, activity-oriented, competence, integrative, axiological and acmeological to determine the component composition of political culture, research on the formation of various components of political culture, as well as peculiarities of professional activity of officers enabled to identify their political culture as an integral quality of a personality which contains a system of knowledge about the political aspects of professional activity of an officer of the Armed Forces of Ukraine, rules of professional communication, political behavior and political actions.Structural components of political culture of future officers include political orientation, political literacy, political readiness and political competence.On the basis of the analysis of scientific works, educational work of higher military educational establishments, the results of the ascertaining stage of the experiment on the formation of political culture of future officers, the following pedagogical conditions were determined: creation of positive motivation of future officers to master political culture; supplementing the content of professional subjects in the context of professional training of future officers with forms, methods and means of formation of components of political culture in the conditions of higher military educational establishments; involving cadets in educational personality-oriented activities through the use of the latest educational technologies and teaching a special course “Fundamentals of Formation of Political Culture of Future Officers in Higher Military Educational Establishments”; carrying out of regular monitoring of the level of formation of components of political culture of future officers in professional training in the conditions of higher military educational establishments.Efficiency of pedagogical conditions and structural and functional model of formation of political culture of future officers in professional training in higher military educational establishments is confirmed by the results of the formative stage of the experiment.

scholarly journals DIAGNOSTICS OF PSYCHOLOGICAL FEATURES OF EMOTIONAL COMPETENCE OF MEDICAL STUDENTS IN THE PROCESS OF PROFESSIONAL TRAINING

2018 ◽  
pp. 34-37
Author(s):  
O. Lazurenko
Keyword(s):  
Medical Students ◽  
Professional Training ◽  
Social Cognitive ◽  
Emotional Competence ◽  
Educational Process ◽  
General Description ◽  
Control Groups ◽  
Professional Activities ◽  
The Future ◽  
And Control

The model and the logic of empirical research are determined. The experimental study of emotional competence is presented. A general description of the subjects is systematized. The results of the ascertaining experiment are presented. The author conducted her research in several directions. This approach allowed the researcher to present the quantitative characteristics of emotional intelligence on all scales and subscales in details. On this basis, the author makes a detailed qualitative analysis of the manifestation of the studied ability in future doctors. Besides, after conduction of the research, the author makes conclusion that students' ability to understand and manage other people's emotions and the ability to understand their own emotions and manage them are not formed enough. And these make impossible the success of the future professional activities of a doctor. The author makes conclusion that the development of emotional competence of students of medical universities can be formed by introducing special courses, educational and developmental training programs into the educational process. The correlation analysis allowed the author to empirically confirm the correct determination of the content of the basic components of the future doctor’s emotional competence. Besides, it is proved that the parameters of the social, cognitive, regulatory, empathic components of emotional competence significantly correlate with each other. The received results confirmed that during first year medical students of the experimental and control groups have the same positions of the level of development of emotional competence. And any significant statistical differences in its manifestation were not found among students of the experimental and control groups. Moreover, the received results at ascertaining stage of the study showed the insufficient level of development of the components of emotional competence among students of medical faculty. This led to the creation of a program for the formation of the emotional competence of a future doctor in the process of training in a higher medical school

FORMING VALUABLE ORIENTATIONS OF FUTURE EDUCATOR BY MEANS OF THE POETIC WORD

2018 ◽  
pp. 171-177
Author(s):  
Olha Padalka
Keyword(s):  
Significant Role ◽  
Professional Training ◽  
Educational Institution ◽  
Preschool Education ◽  
Value Orientations ◽  
Future Teacher ◽  
Professional Activity ◽  
Science Technology ◽  
The Future

The article deals with the problem of professional training of future specialists of preschool education to professional activity, features of the value aspect in the process of professional training of the future teacher of preschool educational institution are highlighted, peculiarities of using poetic word as a means of formation of value orientations of future educators in the process of their vocational and pedagogical preparation are substantiated. The content of concepts "value orientations", "poetic word" is revealed. It is proved that despite modern advances in the field of science, technology and the realm of culture, along with innovations, in the arsenal of educational means a significant role belongs to the poetic word.

scholarly journals The Use of Information Technologies for the Development of Competences in Future Teachers of Foreign Language and Foreign Literature

2020 ◽  
Vol 9 (7) ◽  
pp. 142
Author(s):  
Oksana V. Handabura ◽  
Valentyna I. Sliuzko ◽  
Ruslana M. Melnyk ◽  
Liudmyla M. Hlushok
Keyword(s):  
Information Technology ◽  
Foreign Language ◽  
Information Technologies ◽  
Professional Training ◽  
Scientific Basis ◽  
Educational Process ◽  
Future Teachers ◽  
Professional Activities ◽  
Foreign Literature ◽  
The Future

The article deals with possible ways of using information technologies in teaching future teachers of foreign language and foreign literature. It is established that the primary task of the organizer of the educational process is to build an educational process with a view to facilitating the development of the competences necessary for the future teachers of foreign language and foreign literature. The latest information technologies are analysed and the effective ways of their use are suggested. It was found out that information technologies actively contribute to the unique function of preparing the future specialist for the quality realization of educational services in the information and digital space. It is researched that the functional approach to the analysis of IT in the context of the educational process outlines the specific scientific basis of the proposed scientific search, which allows to organically combine the postulates of media-oriented education with cognitive and communicative principles in the study of the ways of using IT in teaching teachers of foreign language and foreign literature. According to the guidelines of this approach, the functional purpose of IT influences the processes of formation of the form and value of the obtained knowledge. An important element in describing the use of IT is the principle of consistency. It is confirmed that the general competences of future teachers of foreign language and foreign literature are represented by both subject and general competencies, where IT competence is ranked as one of the top priorities. It implies the teacher’s ability to use information technology in the course of his/her professional activities effectively and appropriately. Information technology competence, in turn, is divided into three main competences, which correspond to the separate activities of teachers of foreign language and foreign literature: general, diagnostic and subject-oriented. Examples of tasks aimed at forming different types of competences in future teachers of foreign language and foreign literature with IT involvement are given. It is proved that the use of information technologies in the process of realization of educational and professional training of future teachers of foreign language and foreign literature contributes to a more effective fulfilment of the basic curriculum assignments, in-depth study of the content of the studied discipline, optimization of self-education and self-development of the level of future specialists, an individual way of perceiving information and working with it.

scholarly journals PEDAGOGICAL ACMEOLOGY-BASED DEVELOPMENT OF SOCIO-PROFESSIONAL MATURITY IN THE PROCESS OF MASTER'S TRAINING

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
S. O. Danylov
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Ideal Model ◽  
Self Development ◽  
The Future ◽  
Professional Self

In the article the author shows the peculiarities of the development of socio-professional maturity of the future pedagogue in the context of pedagogical acmeology. Therefore, there is an urgent need to optimize the process of professional training of future lecturers on the basis of a new methodology that would combine personal and professional development in the educational process, direct professional self-determination and self-improvement of the future specialist, promote their self-realization and professional development. We believe that the process of professional training of future pedagogues should be based on the developed acmeogram and professiogram, model the professional and personal development of the specialist in accordance with the content and objectives of professional activity. This will not only direct the process of professional training to a certain ideal model of the specialist, but also to actualize the professional self-determination and self-development of the future pedagogue.Key words: future pedagogue, activity, personality, self-determination, self-improvement, acmeology.

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