scholarly journals INTERINFLUENCE OF TEACHER’S PERSONAL QUALIITIES AND THE EFFICIENCY OF MASTERING LEARNING MATERIAL BY STUDENTS

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Olga V. Voshchevska ◽  
Keyword(s):  
Problem Solving ◽  
Negative Mood ◽  
Course Evaluation ◽  
Educational Process ◽  
Professional Activity ◽  
Learning Material ◽  
Highly Qualified ◽  
University Professors ◽  
Practice Teaching ◽  
Personal And Social Responsibility

This article focuses on the teachers’ required professional and personal qualities which are important for training highly qualified and competitive professionals. University professors greatly influence the formation of future specialist’s personality not only by knowledge, habits, attitudes towards others. It should be noted that teacher’s emotional orientation is an important factor of cooperation in educational process. Much attention is paid to positive worldview of the person, optimism which helps to increase desire to achieve success avoiding concentration on failures. The author explains the influence of positive and negative mood on learning the material by students. An interesting fact is that sometimes high spirits distract students from learning the material, especially when it is not interesting and not important. Negative emotions direct a student at searching the ways of problem solving, distract thoughts from the material in a class. The author indicates that the content of learning materials should bear some emotional potential. Information should physiologically activate and emotionally touch the student in order to be accepted and well memorised. Different examples of emotional strategies which could be used in practice teaching different disciplines are given in the article. The research represents an example of the lecture structure at Harvard Business School. The author mentions that when assessing pedagogical mastership, attention should be paid to: a) informational and logical characteristics of the lecture; b) activation of students’ mental activity in class; c) emotional character of the lecture; d) visualization. It specifies which tasks are better to be set, which questions to discuss, how to better finish the lecture, etc. It should be noted, that university teacher’s successful professional activity can be characterised by four main blocks of skills: 1) the methods of thinking (creativity, problem solving, critical thinking, lifelong learning); 2) the means of work (informational culture, understanding and active usage of digital technologies); 3) the methods of work (creativity, collaboration); 4) the skills necessary for successful life-activity (civic position, personal and social responsibility). The author represents the examples of the American universities questionaries “Students course assessment” and “Defining teaching ranking”. It is worth emphasizing that these results of course evaluation and pedagogical activity assessment are available to general public. It will be useful for students when selecting a course and a teacher as well as for teachers themselves. From these questionnaires teachers can learn students’ attitude to their course and to their personality as a teacher. R

scholarly journals THE ROLE OF GAME TEACHING TECHNOLOGIES IN THE PROFESSIONAL FORMATION OF STUDENTS - FUTURE LAWYERS

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
L.G DZHIOEVA ◽  
Keyword(s):  
Interpersonal Relations ◽  
Interaction Analysis ◽  
Educational Process ◽  
Professional Activity ◽  
Highly Qualified ◽  
Professional Activities ◽  
Professional Mobility ◽  
Successful Employment ◽  
Perceptual Interaction

The article is devoted to identifying the role of gaming teaching technologies in the professional development of students - future lawyers. In the article, the author proves the thesis that gaming teaching technologies contribute to the implementation of such functions as: an activating function aimed at stimulating the cognitive interest of students both in theoretical knowledge and practical skills for the implementation of successful professional activities; developing, aimed at the formation of sustainable professional mobility on the basis of mastered professional and general professional competencies; psychological, which consists in the formation of the main mental cognitive processes, including: attention, imagination, thinking, speech, memory; communicative, aimed at developing the ability to business communication; educational, contributing to the regulation of interpersonal relations on the basis of social-perceptual interaction. Analysis and interpretation of the results of numerous studies made it possible to conclude in the article that in the course of the educational process, an integrated solution of the tasks of teaching, upbringing and the formation of the student's personality is carried out in the framework of training a highly qualified lawyer with the ability to fiercely compete in the modern labor market, expressing the most important guarantees of ensuring successful employment. The game technology of teaching in the article is presented as a reproduction of a genuine professional situation in which all students participate and have the opportunity to realize their individual status roles, in which simplified models of future professional activities are expressed. The main purpose of the article is to establish the role and place of gaming teaching technologies in the formation and development of a student's personality as a future qualified lawyer, ready for successful creative professional activity.

scholarly journals APLIKASI MODEL PEMBELAJARAN OME-AKE DALAM PENINGKATAN KEAKTIFAN BELAJAR PESERTA DIDIK DI MTS. AL-ARIEF JATE GILI GENTING SUMENEP

2020 ◽  
Vol 9 (1) ◽  
pp. 99-120
Author(s):  
Achmad Abdul Munif ◽  
Mokh. Fakhruddin S ◽  
Tatak Winata
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Field Research ◽  
Learning Model ◽  
Research Field ◽  
Qualitative Approach ◽  
Educational Process ◽  
Learning Material ◽  
Academic Achievements ◽  
Increasing Student Learning

This study began with the OME AKE learning model applied at MTs Al-Arief Jati Gili Genting Sumenep Madura, students were active in learning, even academic and non-academic achievements of students were very good. The study of this research is the application of the OME AKE learning model in MTs. Al-Arief Jate Gili Genteng Sumenep. This study uses a qualitative approach to the type of field research (field research). Steps The application of the OME AKE learning model in increasing the learning activeness of students at MTs Al-Arief Jate-Gili Genting-Sumenep runs according to the educational process standards. In learning, it refers to the syntax that is determined, with the first steps being learning orientation, modeling, topic exploration, analysis and problem solving, communicating the results and evaluation. The implementation of the OME AKE learning model in increasing student learning activeness is in children's learning being invited to do orientation or introduction to learning material, especially from the aspect of knowledge, after that children play a role according to their respective tasks, the children then analyze the material in detail, after the analysis is done then the results are conveyed to his friends in the form of presentations in groups and in class, the teacher then gives an evaluation of the process and results of the students. Students actively learn: such as paying attention (visual activities), listening, discussing, students 'readiness to ask questions, students' courage, listening and solving problems (mental activities).  

INTERACTIVE AS A PEDAGOGICAL INNOVATION IN AN INFORMATION SOCIETY

2019 ◽  
pp. 47-53
Author(s):  
М. Kozyr ◽  
О. Oliynyk
Keyword(s):  
Educational Process ◽  
Social Needs ◽  
Educational Activity ◽  
Interactive Methods ◽  
Professional Activity ◽  
Highly Qualified ◽  
Pedagogical Innovation ◽  
Interactive Technologies ◽  
The Future

The article analyzes the scientific sources on the classification of interactive technologies in primary and higher schools, presents the basic classifications of methods of interactive learning on the basis of various features: communicative functions, degree of involvement of participants in the educational process, forms of organization of educational activities, etc. The main problems in creating a unified classification of interactive methods have been identified. A new, practically oriented classification is developed, based on the sign of motivation of educational activity. Based on the research, we can state the need to create a new classification that would be universal for two levels of education - primary and higher education. The basis for its formation is a set of motives that each participant in the educational process pursues. The first group of methods are those that meet the social needs of the subjects of the educational process. These include the motive for self-expression and self-assertion in the group and the motive for achieving a collective goal. The second group of interactive methods is distinguished on the basis of motivating motives. Interviews aimed at meeting the vocational-value (training-value) needs make up the third group of classification. The fourth is interactive methods aimed at realizing cognitive motives. The fifth group of interactive methods, aimed at satisfying the mercantile motives in the future and synthesizing the previous varieties, is a set of all the above motives. The choice of methods in this category is aimed at a comprehensive realization of all educational needs that will find their way into future activities, including professional ones. In the course of the study, we came to the conclusion that the active use of interactive technologies at a new angle will facilitate the training of motivated and positively oriented students and highly qualified specialists, who are able to integrate theoretical knowledge and practical skills in the future professional activity.

scholarly journals Methods of geometric modeling and computer graphics based on the WorldSkills Occupational Standards “Engineering CAD Software”

2021 ◽  
pp. 1-12
Author(s):  
Elena Sergeevna Reshetnikova ◽  
Irina Aleksandrovna Savelyeva ◽  
Ekaterina Anatolyevna Svistunova
Keyword(s):  
Computer Aided Design ◽  
Geometric Modeling ◽  
Educational Process ◽  
Professional Activity ◽  
Distinct Advantage ◽  
Successful Implementation ◽  
Highly Qualified ◽  
Modern Computer ◽  
Occupational Standards ◽  
Aided Design

This article examines the questions of preparation of students of technical specialties in the higher educational institutions based on the WorldSkills Occupational Standards “Engineering CAD Software”. The relevance of implementation of 3D modeling standards in modern computer-aided design systems into the educational process is substantiated by the need in preparation of highly qualified internationally recognized specialists in different industry fields. The author analyzed competitive tasks of the WorldSkills championships, as well as assesses the importance of graphic training for the development of competences of a modern specialist, who use CAD in their professional activity. The article examines the methodology of geometric-graphic preparation of students of the specialty 15.05.01 Design of Technological Machines and Complexes, specialization in the Design of Metallurgical Machines and Complexes, implemented in the Magnitogorsk State Technical University. A distinct advantage of this methodology is the use of various CAD software and development of the skills for manual sketching of details of mechanical engineering within the framework of studying engineering graphics. The results are acquired of successful implementation of competitive tasks of the Worldskills championships in the educational process. The author concludes that the use of the developed methodology in educational process allowed improving the efficiency of preparation of students.

scholarly journals DIALOGUE OF CULTURES AS A TOOL OF THE MODERN PROFESSIONAL OF PEDAGOGICAL PROFILE

THE BULLETIN ◽  
2021 ◽  
Vol 3 (391) ◽  
pp. 216-221
Author(s):  
A.A. Yunusov ◽  
A.L. Zhokhov ◽  
A.A. Yunusovа ◽  
G. Suleimenova ◽  
D.K. Zhumadullayev
Keyword(s):  
Scientific Literature ◽  
Educational Programs ◽  
Traditional Education ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Skills ◽  
School Teachers ◽  
University Professors ◽  
Professional Field ◽  
Individual Style

The article discusses the most important issue of personality-oriented general cultural basis of the future professional, its components and the main focus of the educational process to this result. The authors substantiate the model of culture of the "spiritualized professional" and the position that on this way one can only expect the development of society without global catastrophes. In the process of a person's "movement" to a profession in a certain educational space in pedagogy and psychology, its main vectors (directions) are distinguished, which allow us to structure and clarify our ideas about the possible trajectories of a student's movement in this space. Traditional education was actually determined by the sole focus on the acquisition by students of well-known, well-established information about the main objects of the relevant sciences, professional skills and practical skills. Despite the introduction of competence and competencies into everyday life, the focus on zuna still remains the basis of the set standards, educational programs, no matter how they are labeled differently, and in most cases it is it that is implemented in practice, no matter what teaching technologies are used by school teachers or university professors. A deeper penetration into the patterns of becoming a professional allows us to understand that a person becomes a professional as a result of a dialectical combination of two processes - mastering knowledge from the relevant professional field. This is the essence of professionalism. So, in the professional educational space, two relatively independent vectors can be distinguished, conventionally called the "vertical" and "horizontal" of the educational process. At the same time, in the scientific literature, there are different interpretations of these vectors: in one of the models, the formation of an individual style in professional activity and in the line of enriching one's professional awareness.

scholarly journals Lecture in Post-secondary Education Institution within the Context of Competence Approach

2018 ◽  
Vol 27 (8-9) ◽  
pp. 43-53 ◽  
Author(s):  
N. V. Shestak
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Highly Qualified ◽  
Post Secondary ◽  
Qualified Personnel ◽  
System Functioning ◽  
The One

This article addresses a problem of the potential of a university lecture. On the one hand, training of highly qualified personnel should meet the modern  requirements, and on the other hand, lecture remains the main form of  holding a tutoring at university. An analysis of attributes of higher education  modern pedagogical system, such as a purpose of system functioning,  subjects (students, teachers, etc.), content of training, made it possible to  conclude about qualitative changes in their nature, characteristics,  requirements related to the new realities of modern society. The old  stereotypes and attitudes which have been being formed for centuries and  have already lost their value, but continue to dictate forms, means and  methods of educational process organization are a hindrance to the  development of higher education. The need of society and state for qualified personnel has led to introduction of competence-based approach in  training of specialists who have an activity orientation, an ability to fulfill  functional duties, to solve professional problems. Development of  professional competences is possible only in the conditions of the  implementation of practice-based educational/professional activity, specially  organized students’ self-reliant work, immediate application of knowledge  acquired for the solution of various tasks. 

scholarly journals Novice Teachers’ Infusion into Pedagogical Activity at American Schools

2016 ◽  
Vol 6 (2) ◽  
pp. 33-39
Author(s):  
Antonina Chychuk
Keyword(s):  
Professional Development ◽  
Novice Teachers ◽  
Intermediate Stage ◽  
Educational Process ◽  
Support Programs ◽  
Professional Activity ◽  
Highly Qualified ◽  
Study Programs ◽  
The Usa ◽  
American Schools

Abstract The article deals with innovations used in the USA to assist novice teachers with adaptation to professional activity. It has been found out that the experience in implementing support programs for novice teachers and introducing the position of a mentor at schools is an extremely innovative system of novice teachers’ adaptation in the USA. The analysis of pedagogical scientific works proves that novice teachers participate in different support programs: they attend seminars and conferences; they are offered to apply optimal approaches to student learning, attend lessons conducted by highly qualified teachers and analyze such lessons; a mentor is appointed for each novice teacher for the period of 2-5 years who assists him/her with writing personal professional development plan, lesson planning, teaches how to solve complicated pedagogical problems, analyze and define strong and weak sides of pedagogical activity that should be improved. Various support programs for novice teachers, organization and content of the educational process are different in American states, districts and schools, assist with improving knowledge obtained at university and serve as an intermediate stage between study programs and professional development during the whole period of teaching. We consider the abovementioned achievements to be worth further investigation. Moreover, positive aspects of such experience can be effectively implemented into the practice of secondary and high schools in Ukraine.

scholarly journals Using interactive maps as a newest approach in the organization of teaching geography at modern school

2019 ◽  
Keyword(s):  
General Education ◽  
Information Technologies ◽  
Cognitive Activity ◽  
Educational Process ◽  
Professional Activity ◽  
Highly Qualified ◽  
Interactive Maps ◽  
Modern School ◽  
Thematic Information ◽  
Interactive Map

The purpose of this article is to highlight some aspects of the introduction of interactive maps into the educational process as a means of learning, as well as means of managing the educational process and ensuring professional activity of teachers. The lack of a common approach to the development of methods of teaching geography, practical courses based on interactive maps, can be considered as the main methodological problem of teaching this discipline. Editorial preparation of interactive maps with its own characteristics requires additional research along with the traditional works of preparation of maps for publication. The main material. In recent years, the question of the use of new computer technologies and electronic means of education in General education institutions has become more and more common. A high degree of clarity of the presented material, the relationship of various components of courses, complexity and dialogue make interactive geographical maps indispensable helpers of the teacher. Interactive maps allow you to increase the level of geography teaching at the expense of better information of maps while ensuring simplicity and ease of cartographic material perception. When creating interactive maps, developers need to take into account some prerequisites: available software for the development, updating and operation of interactive maps; analysis of the volume of cartographic and text information, the number of layers, possibility of combining thematic information of different topics. Any cartographic guide requires the inclusion of illustrative material in the content. Interactive maps are sometimes called substitutes for paper wall maps and predict their dominance in the classroom. Demonstration and functionality of them is much higher than that of paper. The interactive map provides cartographic information, the content of which is presented in layers with the ability to manage different layers of thematic information and minor content editing. Conclusions and further research. Modern educational trends show that there is a main and quite interesting task before teachers-geographers: to increase the interest of pupils to study their subject through the activation of cognitive activity in the classroom. And it is possible only when the teacher competently builds teaching, using new information technologies. In the development of interactive maps, the main problem is great complexity, the need to attract highly qualified specialists. Using interactive maps in geography lessons is a significant step forward. They not only facilitate the work of the teacher, but also encourage schoolchildren to better study the subject. But we must not forget about the traditional paper cards. It is desirable to combine paper and interactive maps, which will develop a harmonious cartographic competence or geographic literacy among those who study.

scholarly journals Design Methodology for Electronic Training Problems Aimed at Development of Mathematical Problems Solving Competence

2021 ◽  
Vol 25 (4) ◽  
pp. 23-38
Author(s):  
T. A. Kustitskaya ◽  
R. V. Esin
Keyword(s):  
Problem Solving ◽  
Structural Model ◽  
Educational Process ◽  
Professional Activity ◽  
Metacognitive Skills ◽  
Training Problem ◽  
Mathematical Competence ◽  
Electronic Environment ◽  
Mathematical Problems ◽  
The Impact

The aim of the study. The fourth industrial revolution demands highly qualified personnel as important factor of economic growth, which imposes serious requirements on the formation of key and subject competencies among graduates of higher educational institutions. A particularly important role is assigned to the mathematical competence which is required to solve complex and science-intensive problems. Given the growing share of e-learning and distance learning at the university, it is necessary to intensively develop the methodology for mathematical competence formation in the electronic environment, and create effective teaching tools on its basis. The current level of digitalization of education already allows organizing independent work of students in the electronic environment at a sufficiently high level. In the literature we can find various methods and tools, aimed at the formation of the cognitive component of competencies. However, the issue of skills’ development in the electronic environment is still underrepresented. The purpose of this study is to develop a methodology for creating electronic training problems, which aims at forming a practical component of mathematical competence – the competency of solving mathematical problems.Materials and methods. In the study we performed a comparative analysis of scientific and methodological literature, regulatory and methodological documents, as well as professional and federal educational standards of higher education. The development of a model of electronic training problems was carried out using methods of structural modeling. The developed methodology was implemented in the educational process, and the confirmation of its effectiveness was obtained by statistical analysis of the results of the pedagogical experiment.Results. We proposed a methodology for electronic training problems development aimed at formation of mathematical problems solving competency. The methodology is based on existing approaches to problem solving formalization. In the presented structural model of an electronic training problem, the aspects of problem solving discovered earlier by other authors, are supplemented by the contextual aspect. This aspect is intended for linking the regarded problem with the material, studied at the moment and, if possible, with future professional activity of a student. The proposed methodology for organizing feedback in an electronic training problem contributes to the formation of metacognitive skills among students through the elements of tutoring.Conclusion. On the basis of the proposed methodology, 8 electronic training problems were developed for the course “Probability and Mathematical Statistics” and tested in the educational process of the Siberian Federal University. The effectiveness of the electronic training problems for the development of mathematical problems solving competency was assessed in the course of a pedagogical experiment. The purpose of the experiment was to study the impact of the electronic training problems in the competency formation for particular topics of the course. Using student’s test for independent samples and the Mann-Whitney test we confirmed that the designed electronic training problems positively affect the formation of mathematical problems solving competency. In the future, the proposed methodology can be included in the teaching toolkit for the formation of mathematical competence in an electronic environment.

scholarly journals MOTIVATION PECULIARITIES OF DENTISTS' CONTINUOUS PROFESSIONAL DEVELOPMENT

2021 ◽  
pp. 124-128
Author(s):  
A. B. Kostyshyn ◽  
Z. T. Kostyshyn ◽  
U. R. Lukach ◽  
O. G. Boychuk-Tovsta ◽  
O. M. Repetska ◽  
...  
Keyword(s):  
Professional Development ◽  
Information Technologies ◽  
Professional Training ◽  
Modern Society ◽  
Educational Process ◽  
Continuous Professional Development ◽  
Professional Activity ◽  
Highly Qualified ◽  
Starting Point ◽  
The Future

One of the main tasks of modern higher education is to train specialists with a high level of competence who can constantly work on themselves. The relevance of the research topic is due to the need for continuous professional development of future dentists and the motivation of their training, and the development of an active life position in modern society. The purpose of our work is to study aspiration peculiarities of IFNMU students and interns to the successful and versatile improvement of personality. The personal qualities of the doctor provide comfortable psychological contact with the patient and maintain professional activities dedication. Communicative competence is the subject of special research in the field of future doctors' training. Professional communication is considered to be one of the components of the general culture of relations and contributes to the successful career of a specialist in any sphere of activity, especially the medical one. The problem of forming and maintaining educational interest to master the future specialty of students and interns continues to exist. Motivational components and factors that affect the professional and personal development of the future doctor increase with each year of study, and this process should not stop for life. It’s effectiveness depends on the forms of the material presentation. The presence or absence of positive motives in students and interns have a significant impact on educational activities. Insufficient motivation cannot contribute to the formation of their high professional realization. Therefore, a genuine and persistent desire to acquire knowledge and skills should be the starting point in the formation of a highly qualified healthcare professional. The main factor influencing the interest in the education of students and interns is the acquisition of knowledge, skills, and abilities, which will form the foundation of professional activity in the future. The following factors contribute to increase the motivation of learning: the method of learning the material, its content, teaching methods; usage of problem tasks at each stage of the class; application of interactive technologies. Our analysis showed that gaining knowledge among students and interns is dominated by professional motives: to become a highly qualified dentist and to find a job that meets personal desires in the occupation of their choice. Thus, learning is more effective when it is motivated, and the activities of students coincide in direction and purpose. As a result, the graduate's professional training becomes successful. The effectiveness of the educational process depends on the variety of forms and methods of presenting scientific and practical material. The directions of increasing motivation are as follows: constant improvement and updating of material, the use of interdisciplinary links to understand the importance and practical necessity of each subject in a higher educational establishment, the use of multimedia presentations during practical and lecture classes, work in simulation centers, implementation in the educational process of situational tasks "patient-doctor and doctor-patient" with further discussion and recognition of the flaws of each participants' work. The usage of the latest information technologies and simulation centers helps not only to memorize a large amount of theoretical material but also to obtain practical and communication skills which are necessary for a modern doctor.

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