scholarly journals FUTURE INFORMATICS TEACHERS’ READINESS TO USE EDUCATIONAL WEB-RESOURCES: COMPONENT ANALYSIS

2020 ◽  
pp. 67-72
Author(s):  
Andrii SHULIAK ◽  
Keyword(s):  
Research Problem ◽  
Component Composition ◽  
Value Orientations ◽  
Educational Process ◽  
Professional Activity ◽  
Information Culture ◽  
Web Resources ◽  
Professional Activities ◽  
Information Tools ◽  
Cognitive Semantic

Introduction. The article analyzes the component composition of the preparation of future IT teachers to use educational WEB-resources in profession- al activities. Purpose. The article is to identify the components of the preparation of future IT teachers to use educational WEB-resources in professional activities. Methods. Analysis of scientific sources on the research problem. Results. We defined the functions of components: mo- tivation and value – activation of manifestation of other components, cognitive-semantic – providing measures of the use of resource possibilities concerning other compo- nents for achievement - definition of relations between components in the course of realization of resource poten- tial in space and time. We found out that the indicator of the motivational and value component is the awareness of the importance of informatization in education; cognitive interest in web technologies, ways of forming information culture of students; stability of beliefs and the need to use web-resources; interest and need to use information tools, management of the process of using WEB-resources in school; the presence of motives, interests, needs and value orientations (values-guidelines, values-goals, val- ues-relationships, values-quality, values-means) for the use of WEB-resources in professional activities; necessary qualities and personality traits; cognitive-semantic: the presence of the necessary volume and completeness of general cultural, general professional, professional, special knowledge of WEB-resources, methods of their use, the level of theoretical knowledge on the informatization in education and methods of their application; operational- practical: the presence of a set of skills necessary for the successful use of WEB-resources in professional activities (gnostic, design, constructive, operational, organizational, analytical, research, instrumental, technological, prognos- tic, communicative, reflective) arising from the functions of teachers on the introduction of WEB-resources in the educational process, the ability to adequately assess their activities, the formation of a reflective position, positive self-perception. Originality. The essence of each component of prepa- ration and their indicators are revealed. Conclusion. In the article we singled out the compo- nents of preparation of future IT teachers to use educa- tional WEB-resources in professional activity: motivation and value, cognitive-semantic, and operational-practical. We see the prospect of further research in the design of a methodological program for training future IT teachers to use WEB-resources.

scholarly journals FORMATION OF PROFESSIONAL SUSTAINABILITY OF FUTURE TEACHERS AT THE UNIVERSITY

2020 ◽  
pp. 51-61
Author(s):  
A.N. Bogachev ◽  
Keyword(s):  
Theoretical Analysis ◽  
Empirical Study ◽  
Value Orientations ◽  
Educational Process ◽  
Average Level ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
Domestic Literature ◽  
High Level

Pedagogical activity is increasingly associated with conflict and extreme situations. Professional stability of the future teacher determines its reliability and stability as a professional, the ability to perform professional tasks in an emotionally stressful and often critical environment, while remaining emotionally stable and avoiding professional deformations. The purpose of the article is a theoretical analysis of foreign and domestic literature on the problem of forming professional stability of future teachers and conducting an empirical study to identify the components of professional stability. Theoretical analysis of domestic and foreign psychological and pedagogical literature has led us to the following conclusions: 1) professional stability of a teacher determines his reliability and stability as a professional, maintaining professional stability of behavior in various pedagogical situations; 2) professional stability of future teachers is considered as a quality of personality that determines the ability to perform professional activities for a long time, actively, without emotional breakdowns, at a high level of productivity, including in difficult and extreme situations; 3) the components of professional stability were motivational, value and emotional components. The empirical study allowed us to draw the following conclusions: 1) the study of the motivational component revealed a pronounced material orientation of future teachers, despite the fact that the leading motives associated with teaching activities are formed at the average level; 2) autonomy (independence) and entrepreneurship were identified as the leading value orientations, value orientations related to pedagogical activity were identified in an average of 40% of future teachers; 3) indicators of emotional intelligence were formed in future teachers at an average level, they are only situationally able to reduce the intensity of undesirable emotions and manage the emotional state of other participants in the educational process. The conducted theoretical and empirical research led us to the conclusion that the formation of professional stability is an urgent problem for pedagogical universities and is a promising direction in preparing future teachers for professional activity.

scholarly journals Research of professional value orientations formation of future doctors

Morphologia ◽  
2021 ◽  
Vol 15 (3) ◽  
pp. 207-212
Author(s):  
O.A. Murzina ◽  
L.V. Makyeyeva ◽  
O.M. Raznatovska ◽  
O.I. Pototska ◽  
N.V. Hvinivetska ◽  
...  
Keyword(s):  
Experimental Study ◽  
Medical Education ◽  
Professional Training ◽  
Value Orientations ◽  
Educational Process ◽  
Theory And Practice ◽  
Professional Values ◽  
Professional Activity ◽  
Professional Activities ◽  
Professional Value

Background. Medical education is based on general and specialized knowledge in the learning process, a combination of theory and practice at a medical university and is the foundation of the medical profession. But the formation of professional value orientations of future doctors remains out of consideration. Therefore, the professional training of future doctors needs the content of medical education to be improved in order to focus on the formation of professional values. Objective. To substantiate the scientific results of the experimental study of the formation of professional value orientations of future doctors. Methods. Theoretical analysis of scientific sources in order to determine the nature, content and structure of professional values of future doctors. Results. The article analyzes the results of experimental research. It is established that a promising direction to improve the quality of training of future doctors is the formation of a system of his professional values, which reveals the value position of the individual in relation to professional activities. In our study, we identified the professional value orientations of future doctors as a system of values, value orientations, meanings and attitudes to the professional activities of doctors, forming a unique axiosphere of personality that reflects the personal, professional and social orientation of the doctor. Taking into account the specifics of the doctor's professional activity, we have developed a structure of professional value orientations of future doctors. In the process of studying the structural composition of professional value orientations of future doctors, axiological, psychological, motivational, cognitive and prognostic components are identified, each of which performs a certain function. The main functions of professional value orientations of future doctors include: worldview, normative, regulatory, communicative and professional activity. The criteria of formation of professional value orientations of future doctors in the process of professional training are determined: cognitive; personal; activity. The levels of formation of professional value orientations of future doctors are highlighted: high, medium and low. The effectiveness of the organizational and pedagogical conditions and pedagogical technology of professional value orientations’ formation of future doctors determined by us is experimentally confirmed. Conclusion. The results of the experimental study showed the effectiveness of the author's pedagogical technology and its effectiveness in the formation of professional value orientations of future doctors in the process of basic training. The formed professional value orientations of future doctors were evaluated and statistically verified. The results of the experimental test confirmed the effectiveness of the organizational and pedagogical conditions created in the educational process of the institution of higher medical education for the formation of professional values of future doctors.

scholarly journals ROLE AND PLACE OF INFORMATION AND ANALYTICAL SYSTEMS IN IMPROVING QUALIFICATION OF TEACHERS OF INFORMATICS

2019 ◽  
Author(s):  
Dmytro Pokryshen ◽  
Serghij Oleksijenko
Keyword(s):  
Professional Growth ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Activity ◽  
Professional Activity ◽  
Information Culture ◽  
Professional Activities ◽  
Ict Infrastructure ◽  
The Individual ◽  
Types Of Information

In the article types of information-analytical systems are considered, their classification is made. The analysis of researches on the problem of introduction of IAS in business and educational processes of the educational institution is carried out. The components of these systems and the main content technological lines, which should be considered when improving the qualification of teachers of informatics, are determined. The kinds of IAS that are used by the teachers of informatics in their professional activity and perspectives from which IAS should be considered in the educational activity are considered: database management systems, Internet information resources. Their analysis, criteria and indicators influencing efficiency and effectiveness are presented. The place of information-analytical systems in the professional activity of the teacher of informatics is determined. The problems faced by the system of postgraduate pedagogical education for the support of informatics teachers at advanced training courses are outlined with the aim of teaching designing of information-analytical systems, development of informational competences and raising the level of information culture of all subjects of educational process. The design and development of IAS by pupils and teachers ensures the objectivity of learning activities, the acquisition of academic achievements by students (participation and victories in competitions, tournaments, competitions), the release of their creative potential, the continuous professional growth of the teacher, the orientation of the educational process to the development of the individual and the satisfaction of his educational needs, development of software and hardware ICT infrastructure of an educational institution. Understanding the ability of the teacher to use IAS in their professional activities can significantly improve management organization and conduct the educational process, develop information culture of all subjects of the educational process.

scholarly journals THE MODEL OF FORMATION OF FUTURE IT TEACHERS’ PREPARATION FOR THE USE OF EDUCATIONAL WEB-RESOURCES

2020 ◽  
pp. 67-77
Author(s):  
Андрій Шуляк
Keyword(s):  
Interaction Network ◽  
Round Table ◽  
Component Composition ◽  
Professional Activity ◽  
Educational Systems ◽  
Modeling Tools ◽  
Web Resources ◽  
Professional Activities ◽  
Training Systems ◽  
Target Block

The article reveals the structure of the model of forming future IT teachers’ preparation to use educational WEB-resources. Its component composition (blocks) is established. The methodological target block includes the purpose: formation of future IT teachers’ preparation to use educational WEB-resources, and the following approaches: informational, personality-centered, systemic, competence, technological, activity; also such principles: general pedagogical (accessibility, continuity, clarity, systematicity, sequence, scientific) and specific (effectiveness, dialogue, professional mobility, creativity, interactivity, multimedia), organizational and instrumental (stages: motivational-propaedeutic, technological-productive, organizational-methodical); content: traditional basic computer science courses; elective courses, special seminars with remote support, master classes, methodical seminars; professional courses and practices of methodical preparation of students; forms (traditional: lecture-press conference, lecture-conversation, seminar-discussion, colloquium, etc.; innovative: online-lecture, streaming video, slide lecture, video lecture, multimedia lectures, e-mail consultation, e-seminars, webinars, group projects on wiki technology, case technologies, forum, network interaction, network chat, joint blogging, local and network tutorials, educational portals, directories), methods: (projects, cooperative learning), case-study, game methods (business game); “E-portfolio”, round table, associative method; method of “falsification”, information resources, “reification”, demonstration examples, precedent, expediently selected tasks; training (using teleconferences; educational modeling), tools: modeling, educational, testing software; virtual labs software; reference information (legal) systems; automated training systems; electronic educational and methodical materials; expert training systems; intelligent educational systems; means of automation of professional activity, technologies (problem-based learning, individualized learning, developmental learning, differentiated learning, active learning, game learning), evaluation-effective (components and their indicators), levels (high, medium, low), result (preparation to use educational WEB-resources in professional activities).

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 ADAPTATION OF FUTURE LAWYERS TO PROFESSIONAL ACTIVITY: PROPAEDEUTICS IN THE EDUCATIONAL PROCESS IN COLLEGE

2021 ◽  
pp. 95-102
Author(s):  
Юлия Викторовна Августова
Keyword(s):  
Educational Process ◽  
Educational Activity ◽  
Interactive Methods ◽  
Professional Competencies ◽  
Professional Activity ◽  
Practical Training ◽  
Actual Problem ◽  
Professional Activities ◽  
Gradual Development ◽  
Student Goal Setting

Представлены результаты исследования, затронувшего актуальную проблему системы профессионального юридического образования, – степень соответствия специалиста требованиям рынка труда, а также повышение качества их практической подготовки. Научно обоснована эффективность применения практико-ориентированных технологий в образовательном процессе колледжа с целью успешной адаптации будущих юристов в профессиональной деятельности. В качестве основного метода исследования выступил педагогический эксперимент, целью которого стала апробация практико-ориентированных технологий в процессе обучения. В исследовании использованы методы анализа и обобщения, опрос, тестирование, педагогическое наблюдение и методы математической статистики. Представленные практико-ориентированные технологии направлены на овладение обучающимися профессиональных компетенций и предусматривают поэтапное прохождение студентом трех модулей: целеполагание дидактических циклов, отбор оптимальных средств с учетом особенностей этапа обучения, реализация образовательной деятельности, характеризуемой интеграцией проектной и проблемной технологий при соблюдении условия дифференцированного обучения. Введение в образовательный процесс практико-ориентированных технологий обучения студентов колледжа – будущих юристов, предусматривающих поэтапное освоение знаний и умений, позволяет на достоверном уровне сформировать основные профессиональные компетенции у обучающихся с целью их успешной адаптации в будущей профессии юриста. Применение в процессе обучения деятельностных и интерактивных методов, введение имитационного моделирования и проектирования, а также технологии решения ситуационных задач можно рассматривать в качестве эффективного инструмента формирования у студентов профессионально-ориентированных умений и навыков. The article presents the results of the study that touched upon the actual problem of the system of professional legal education – the degree of specialist’s compliance with the requirements of the labor market as well as the improvement of the quality of their practical training. The aim of the study is to scientifically substantiate the effectiveness of practiceoriented technologies in the educational process of the college in order to successfully adapt future lawyers in professional activities. The main method of research is a pedagogical experiment, the purpose of which is approbation of the developed author’s methodology. Also, the study used methods of analysis and generalization, questioning, testing, pedagogical observation and methods of mathematical statistics. The presented practice-oriented technologies are aimed at mastering students’ professional competencies and provide for the gradual passage of three modules by the student: goal-setting of didactic cycles, selection of optimal means taking into account peculiarities of the training stage, implementation of educational activity characterized by integration of project and problem-based technologies while observing conditions of differentiated training. According to the results obtained during the implementation of the pedagogical experiment, the introduction of practice-oriented technologies in the educational process of training college students of future lawyers, providing for the gradual development of knowledge and skills, allowed to form the basic professional competencies of students at a reliable level. Thus, the use of activity and interactive methods in the learning process, the introduction of simulation modeling and design, as well as technology for solving situational tasks can be considered as an effective tool for shaping students’ professional-oriented skills and abilities.

scholarly journals FORMATION OF ETHNIC CONSCIOUSNESS OF THE FUTURE PEDAGOGUE IN THE CONDITIONS OF THE EUROPEAN EDUCATIONAL SPACE

2019 ◽  
Vol 6 (1) ◽  
pp. 155-160
Author(s):  
MARYNA VASYLYK
Keyword(s):  
Higher Education ◽  
Cultural Identity ◽  
Primary School ◽  
Educational System ◽  
Multicultural Competence ◽  
Value Orientations ◽  
Educational Process ◽  
Professional Activity ◽  
Multicultural Society ◽  
Ethnic Consciousness

The article is devoted to modern approaches of formation of ethnic consciousness of future teachers of primary school in the conditions of the multicultural society and their education as citizens of Europe. Multicultural competence is a factor of a successful professional activity. In the article, the author analyzed the problem of forming of future specialists’ multicultural competence in connection with the globalization processes and integration of Ukrainian higher education in European educational community. The research stresses that formation of students’ outlook, their value orientations, modern social and humanistic thinking in an educational process are important. It is emphasized that the multiculturalness must become an integral part of every national educational system. The multiculturalness is a key principle of making totally new educational system of Ukraine. Respect and acceptance of cultural variety in the society coexistence of dialogues without loss of the national and cultural identity of the representatives of the society leads to its spiritual and cultural enriching. The article is an author's translation of the text published in the Journal of the National Academy of the State Border Guard Service of Ukraine, series: Pedagogics, 5 (2016) (in Ukrainian).

scholarly journals FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH

2021 ◽  
Vol 33 (2) ◽  
pp. 185-204
Author(s):  
Olesia Vlasii ◽  
Olha Dudka ◽  
Nadiia Ivanochko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Digital Tools ◽  
Professional Activity ◽  
Digital Competence ◽  
Professional Activities ◽  
Internet Resources ◽  
The Impact

In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.

scholarly journals Communicative self-efficiency of future navigators

2019 ◽  
pp. 65-70
Author(s):  
Natalya Dmytryshchuk ◽  
Alla Linenko
Keyword(s):  
Educational Institution ◽  
Educational Process ◽  
Professional Communication ◽  
Professional Activity ◽  
Professional Activities ◽  
Foreign Companies ◽  
The Future ◽  
Higher Educational ◽  
High Level

The article deals with the problem of improving the quality of training future navigators according to the strategic goals of the modernization of the educational process in Ukraine’s marine higher educational institutions, based on the humanistic paradigm, which requires special attention to the formation of future navigators’ communicative self-efficiency. The study of this problem is of particular relevance, since it is one of the main professional characteristics for representatives of the senior command navigators that enables them to carry out professional activities productively, adequately and at a high level: to organize the coordinated work of the crew, especially consisting of specialists of different nationalities, religious denominations, mentalities; competently and skilfully communicate with seaport employees, representatives of foreign companies, etc. The paper presents the conceptual provisions of A. Bandura, the founder of the theory of self-efficiency, its role and importance in person’s life as well as those of J. Caprari and D. Servon, D. Matsumoto (communication), educators (self-efficiency), (communicative self-efficiency) in the context of importance and the need to develop and form these phenomena for improving the quality of the training aimed at future navigators in higher education institutions of maritime profile. The phenomenon “communicative self-efficiency of the future navigators” has been defined; its essence and structure have been considered, the latter consisting of three components: reflexive (self-identification with navigators as model professionals, the presence of adequate self-assessment of their own actions in the field of professional communication, a stable reflexive position), cognitive-operational (awareness of the communicative sphere of maritime professional activity, skills, professional communication abilities); affective-behavioural (confidence in the possibility of productive communication in professional activities, emotionality, activity, responsibility, ability to self-regulate and self-sustain). The forms and methods for the formation of communicative self-efficiency of cadets of marine universities involved into the experiment have been presented: reflective workshop, keeping a reflective diary, which gave the cadet the opportunity to conduct self-analysis of their own professional actions and enhance self-understanding regarding the presence of the necessary professional personal qualities for performing their future professional activities effectively and building a positive Self-concept of the future navigator; the organizing dialogue “The role of the reflective component in developing future navigators’ communicative self-efficiency”, the technology “Developing confidence in self-efficiency and productive communication of future navigators in their future independent professional activities”, the training module “Communication skills”, etc. Keywords: communication, self-efficiency, communicative self-efficiency, future navigator, marine higher educational institution.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

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