scholarly journals ENHANCING THE READYNESS OF FUTURE PRIMARY SCHOOL TEACHERS FOR EDUCATIONAL ACTIVITIES BASED ON THE COMPETENCE APPROACH

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Nadia Novoselska ◽  
◽  
Iryna Harechko ◽  
Keyword(s):  
Primary School ◽  
Pedagogical Knowledge ◽  
Educational Process ◽  
Primary School Teacher ◽  
Practical Training ◽  
School Teachers ◽  
Educational Work ◽  
Theoretical Understanding ◽  
Educational Activities ◽  
Primary School Teachers

The article considers preparation of future primary school teachers for educational work in the conditions of the new Ukrainian school based on the competence approach. It is proved that in the process of training future primary school teachers need to form a certain set of socio-personal, general cultural, general scientific, instrumental, professional competencies. The main ways to achieve this target are revealed. It is determined that the competence approach is a reflection of the requirements of society and the modern education system in the training of teachers who must not only have the necessary knowledge, skills and abilities, but also be able to constantly update them and have the ability to apply this knowledge to solve various situations. The success of the process of educating students depends on the professional competence and pedagogical skills of the teacher, because it is the primary school teacher who lays the foundations of the worldview and moral orientations of the student. Future teachers do not always understand the need for a holistic approach to the students in the educational process; they experience certain difficulties in the design and implementation of educational tasks. They are not able to achieve the general educational goals in specific pedagogical situations. One of the reasons for this situation is the inconsistency of theoretical and practical training of future primary school teachers to implement educational functions to the peculiarities of future professional activity, which requires them to master advanced pedagogical thought, humanistic ideas and modern pedagogical technologies, theoretical understanding of educational patterns. However, students’ attitude to the purposeful correlation of pedagogical knowledge with the real school reality, on the one hand, and the enrichment of the theoretical basis through independent practical activities on the other, do not arise spontaneously. It is necessary to stimulate them to realize the practical experience of educating younger students, to ensure the transmission of pedagogical knowledge to the level of their practical implementation. It is analyzed that the readiness of students for educational activities is determined by the introduction of new technologies in the practice of higher education institutions on the basis of the competence approach.

scholarly journals Sukcesy pedagogiczne w pracy współczesnego nauczyciela szkoły podstawowej

2021 ◽  
pp. 121-132
Author(s):  
Andrzej Mamroł ◽  
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Teachers ◽  
Educational Activities ◽  
Primary School Teachers ◽  
Appropriate Education

Obtaining appropriate education is necessary to take up the role of a teacher, but does not guarantee unconditional success in educational activities This article deals with the issue of the effectiveness of the work of a modern primary school teacher expressed in so-called pedagogical success. It highlights what successes are for modern teachers. What types of people can get this difficult job? Some features and attitudes of teachers determining the effectiveness of the implementation of the didactic and educational process were presented. In addition, primary school teachers’ opinions on pedagogical successes regarding their work at school were presented.

scholarly journals MODERN MODEL OF PRACTICAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 21-27
Author(s):  
M. M. Mashovets ◽  
N. Golota ◽  
A. Karnaukhova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Training ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities

The task of vocational education at the present stage of development of society is to train competitive professionals with professional mobility, skills of rapid adaptation to changing conditions of society, methods of self-education, improving the quality of their own professional activities and its product. The article analyzes the modern model of practical training of teachers, namely: future educators of preschool education and primary school teachers in the educational process of the Pedagogical Institute of Borys Grinchenko Kyiv University. The current modernization of the domestic education system creates increased requirements for the quality of training of modern teachers, which is not only to modernize the content of profile-oriented disciplines, but also requires appropriate organization of various types of pedagogical practice. The authors investigate various aspects of training future teachers to carry out professional activities in preschool and primary schools. In particular, the activities of the Center for Self-Knowledge and Self-Development, the Center for Innovative Educational Technologies (ICR), the Educational Laboratory of Creative Pedagogy are substantiated, providing a combination of scientific achievements and practice in the educational process. It is in the process of training in these centers that students have the opportunity to model different components of future pedagogical activities and choose different ways to solve them given the proposed features of the pedagogical situation, which will further contribute to the formation of future teachers holistic perception of professional activity. all participants in the educational process, the ability to make independent decisions and respond quickly to the challenges of everyday teaching. The peculiarities of students’ work in the centers in classroom and extracurricular classes are revealed, in the process of which future preschool educators and primary school teachers have the opportunity to participate in interdisciplinary projects, trainings, master innovative and digital teaching tools. component of the educational process and ensures the competitiveness of young professionals. The article identifies tools for information and educational environment that should be used in working with students (STEAM-education, storytelling, kahoot, answergarden), which will promote the development of future teachers’ ability to self-presentation, the effective formation of their professional competence. Key words: preschool institution, general secondary education institution, model, practical training, pedagogical production practice, professional activity, students.

scholarly journals SMART KIDS ЯК ТЕХНОЛОГІЯ НАВЧАННЯ УЧНІВ ПОЧАТКОВОЇ ШКОЛИ

2019 ◽  
Vol 71 (3) ◽  
pp. 53
Author(s):  
Svitlana G. Lytvynova
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Educational Process ◽  
Educational Game ◽  
Primary School Teacher ◽  
School Teachers ◽  
Electronic Textbooks ◽  
Primary School Teachers ◽  
Electronic Textbook ◽  
Information And Communication

The article presents an analysis of national and foreign experience of electronic textbooks use in the system of education. It is justified the use of Smart Kids technology as a system of methods, forms, and electronic educational game resources, electronic textbooks for educational process in the system of primary school. Four forms of Smart Kids technology implementation (Smart Case, Smart Teacher, Smart Class, and Smart Kids) were described considering the facilities of every school as well as the level of information and communication technology qualification of the primary school teacher. The aim of introduction of the technology for each form of teaching, the necessary equipment, and means for its implementation in primary school environment were determined. Based on the procedural approach to work of the primary school teacher, six stages of introduction of the technology were justified. Specific aspects of introduction of blended teaching using the principles of Smart Kids technology were defined. The experience of introduction of electronic textbooks to the system of primary education of Ukraine was described, the choice of electronic textbooks by primary school teachers was justified, the comments and suggestions of teachers regarding the arrangement of electronic content in E-textbooks were summarized, the main approaches of teachers to the choice of an electronic textbook and development of their information and communication competence were specified. Proposals are given for training future primary school teachers on the use of Smart Kids technology and the inclusion in the curriculum of topics such as: the concept of EER, EEGR and electronic textbook, structure and development of EER, the use of Smart Kids technology for teaching students, the latest forms of work with students, work with network programs for organizing a survey of students. The fragments of use of electronic textbook in teaching 6-year-old pupils were provided. It was identified that the forms, methods, and techniques of use of electronic textbooks in teaching primary school pupils require further justification.

scholarly journals Preparation of Future Teachers for the Formation of Information-Digital Competence of Primary School Age Students Through the Prism of a Competence-based Approach

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 75-83
Author(s):  
Kseniia Sinenko ◽  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Age ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Age ◽  
The Impact

The article is devoted to the actual problem of the professional training of future primary school teachers for the formation information-digital competence of primary school age students from the point of view of the competence-based approach. The urgency of the problem under study has been proved, taking into account the transformation processes taking place in society, in particular: digitalization, updating the content of education, the impact of the consequences of a global pandemic, etc. The essence of the concepts «competence», «competence-based approach», «information-digital competence» has been determined. The priority of the competence-based approach to the problem of professional training of future primary school teachers, including the formation of various competencies of primary school age students, is noted. The leading competencies that make up the information-digital competence of a primary school teacher have been determined (the ability to: navigate the information space, search and critically evaluate information, operate it in professional activities; effectively use existing and create (if necessary) new electronic (digital) educational resources, use digital technologies in the educational process) and a primary school age students (the ability: to understand the essence of information, analyze it, search in different sources and critically reflect on it; to use media for educational purposes; to effective communication on the Internet; to create and distribute various content on the network Internet).

scholarly journals БАЗОВІ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА СУЧАСНОСТІ

2020 ◽  
pp. 149-160
Author(s):  
Ліліана Хімчук ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Primary School ◽  
School Teacher ◽  
Education Institution ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Basic Competencies

The article provides a theoretical analysis of the category of basic competencies of future primary school teachers in modern scientific and pedagogical studies. The current state of elaboration of the problem in scientific and pedagogical sources is generalized; the essence of the concepts “competence”, “competence approach”, “basic competences of future primary school teachers”, “features of basic competences formation” are highlighted. The content of competencies is analyzed on the basis of the educational-professional program of the first (bachelor’s) level of higher education in the field of knowledge 01 Education/Pedagogy in specialty 013 “Primary education” at the pedagogical faculty of Precarpathian National University named after Vasyl Stefanyk. An analysis of these definitions shows that most scholars consider competence to be an integral phenomenon that brings together the knowledge, skills, abilities and experience of future teachers. Scientific sources highlight a variety of competencies that must be mastered by a future primary school teacher while studying at a higher education institution. However, a significant number of concepts defined as basic, distracts higher school teachers and complicates the process of forming the most important competencies for students. According to the author of the article, formation of basic competencies would be more effective if implemented on the basis of didactic principles, namely through: the Педагогічні науки: теорія, історія, інноваційні технології, 2020, № 5–6 (99–100) 160 principle of cordocentrism, characterized by the priority of spiritual and moral dimensions of the educational process over pragmatic and organizational and functional and encourages students to understand pedagogical reality. not only through thinking, but also through the “heart”; the principle of constructive pedagogical interaction, which involves creation of a positive cognitive field in which each subject of the educational process feels comfortable; principles of gamification and early diagnosis and development of professional interests, on the basis of which students develop the ability to create play learning environments in accordance with the personal interests of pupils; the principle of sustainable professional development, introduction of which contributes to the formation of students’ ability to design their own professional image, to outline ways to improve it. The novelty of the author’s approach to this problem is that, taking into account the above principles, the didactic system of basic competencies, combining scientific and emotional components, will be aimed at enhancing creative scientific and pedagogical activities, will have a predictive nature and ensure sustainable professional development of future primary school teachers.

scholarly journals Conditions for improving the professional competence of primary school teachers in educational work

2019 ◽  
Author(s):  
Olga Sergeevna Anisimova
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Professional Competence ◽  
School Teacher ◽  
Primary School Teacher ◽  
School Teachers ◽  
Educational Work ◽  
Primary School Teachers ◽  
New Type ◽  
The Russian Federation

The teacher is a significant figure in the formation and development of the student's personality. In this regard, the task of preparing a primary school teacher of a new type is relevant. This article discusses such a topic of educational development in the Russian Federation as conditions for increasing the professional competence of an elementary school teacher. The urgency of the problem is caused by the strengthening of the requirements in all spheres of labor activity for professional training in the conditions of a market economy. The author dwells on the analysis of those qualities that are necessary for a modern primary school teacher to meet the needs of society in bringing up an adaptive, highly intelligent and free individual with basic competences and capable of subsequent adequate self-determination in the professional sphere. The teacher’s figure in the work is viewed as a tutor and facilitator.

scholarly journals FORMATION OF FUTURE PRIMARY SCHOOL TEACHERS’ DIGITAL AND TECHNOLOGICAL COMPETENCES

2019 ◽  
pp. 300-313
Author(s):  
Oleksandra Shkurenko ◽  
Olena Sakaluk
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Education Institution ◽  
Integrated Approach ◽  
Educational Process ◽  
Cloud Services ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Technological Competences

The article discusses some aspects of using digital technology on technology lesson in primary school. Under current conditions of national education development the problem of future primary school teachers’ digital and technological competences formation remains insufficiently investigated in the context of integrated approach to the educational process. Authors propose an example of a conducted lesson using cloud services and technologies for motivating students in the process of studying new material using augmented reality, online board Padlet, infographics, conducting formative assessment, tests; assessment by means of online tests using QR-codes. The article also aims to help teachers to understand the technologies and methods of their application under modern educational conditions. The conducted lesson helps to build the knowledge of future primary school teachers about paper origami and kusudama techniques and to present self-made products using ICT for messaging and collaborative learning while solving learning, inquiry-based and practical tasks. The authors have found and implemented innovative approaches to solve the problem of formation and development of digital and technological competencies of a future primary school teacher by integrating the educational process in the higher education institution. The expediency of using digital technologies in the training of educational recipients responds to the tendency of restructuring the educational process in accordance with the Concept of the New Ukrainian School and taking into account modern innovations in the field of providing educational services.

scholarly journals INTERCONNECTION BETWEEN THEORY AND PRACTICE BASED ON THE INTRODUCTION OF NEW EDUCATIONAL TECHNOLOGIES AS A PEDAGOGICAL CONDITION OF PROFESSIONAL TRAINING FUTURE PRIMARY SCHOOL TEACHER

2021 ◽  
pp. 141-146
Author(s):  
V. MELASH ◽  
Y. SHEVCHENKO ◽  
A. VARENYCHENKO
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Children ◽  
Educational Technologies ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Ecological Culture

The analysis of training a future primary school teacher for the formation of environmental culture of primary school children revealed certain drawbacks: in the professional training of students of higher educational establishments, namely to theory and methods of ecological education studying is paid little attention; among the forms of organization of the educational process are dominated traditional ones (lectures and practical classes) of a reproductive nature; the potential of ecology as an integrated science has not been used; the resource of psychological and pedagogical subjects for environmental training of primary school teachers is not fully involved. All this creates a significant gap between the achievements of science and practice of environmental education in the direction of preparing future primary school teachers for the formation of environmental culture of primary school children. The article is devoted to the search for effective pedagogical conditions for training future primary school teachers for the formation of ecological culture of pupils. The literature on this problem is analyzed, which allows us to conclude that the opinions of scientists are marked by a contradiction about what conditions should be created to ensure the greatest efficiency of the educational process. In general, they determine the pedagogical conditions depending on the direction of their research, in particular: environmental training of future teachers; environmental training of future primary school teachers; formation of the teacher's readiness to intensify the educational process in primary school; development of ecological culture (pupils, future teachers); formation of pupils' caring attitude to nature, a sense of responsibility of pupils. We attach the following meaning to the essence of the concept «pedagogical conditions of preparation of the future primary school teacher for formation of ecological culture of pupils»: it is purposeful and objective possibilities of educational process and the factors and circumstances providing the corresponding process in unity of traditional and innovative approaches. The following pedagogical condition is defined: the organization of the educational process by means of interrelation of theoretical and practical training on the basis of introduction of new educational technologies.

scholarly journals The Implementation of the Activity Approach in the Primary School Teachers Training

2015 ◽  
Vol 7 (3) ◽  
pp. 20-29 ◽  
Author(s):  
S.P. Sanina ◽  
M.V. Enzhevskaya
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Educational Programs ◽  
Primary School Teacher ◽  
School Teachers ◽  
Educational Activities ◽  
Primary School Teachers ◽  
Teachers Training ◽  
Model Of Practice ◽  
Provided Examples

The article discusses the problem of training students according to the model of practice-oriented teachers’ training in bachelor of «Psycho-pedagogical Education» (Primary school teacher), course «Introduction to the profession» as example. The authors suggest possible ways of designing the course according to the activity approach and set the new goal of the course, which is traditional for many educational programs. Particular attention is paid to the suggestion of the problem, which bachelor students must solve performing educational activities. The authors have identified specific practical problems, allowing students to outline a course plan as a «traffic scheme». The authors provided examples of practical tasks for students, as well as criteria for evaluating of self-developed testing tasks for the students. The article analyzes the first testing results and presented fragments of essays that students wrote at the end of the course.

scholarly journals Implementation of Transdisciplinary Approach in the Process of Formation of Future Primary School Teachers’ Communicative-Strategic Competence

2021 ◽  
Vol 8 (1) ◽  
pp. 182-192
Author(s):  
Mariia Oliiar ◽  
Kateryna Fomin
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Educational Process ◽  
Future Teachers ◽  
School Teachers ◽  
Educational Work ◽  
Transdisciplinary Approach ◽  
Primary School Teachers ◽  
Strategic Competence ◽  
Pedagogical Discourse

The urgency of the problem of formation of communicative-strategic competence of future primary school teachers is substantiated in the article. The importance of implementing a communicative approach in the professional training of students in terms of reforming the education system in accordance with the Concept of the New Ukrainian School is emphasized. The authors of the article emphasized the specifics of pedagogical discourse as strategically planned and aimed at achieving a certain communicative goal. The results of the survey of graduate students majoring in “Primary Education” are revealed, which proved the necessity of developing a special methodology for the formation of future teachers’ communicative-strategic competence. The essence of the transdisciplinary approach as the basis of the specified technique is revealed. The characteristics, basics and the overarching purpose of the method are given. It is substantiated that in the conditions of the organization of pedagogical discourse the purpose becomes a process of educational work, ways and methods of knowledge acquiring and mastering of skills in the specific intersubjective communicative-dialogic space created by the teacher which students join as equal participants of communication among other participants with common  considering of social situation, specifics of the future profession, professional language. The communicative concepts of navigation character are defined and conceptual fields of interconnected communicative concepts for providing transdisciplinary connections are characterized. The principles of realization of the offered technique are revealed: conformity of the modeled educational process to the final purpose of future teachers’ training for work in the conditions of the communicative environment of modern primary school; taking into account specifics of future professional activity; considering psychological features of future teachers' acquisition of communicative knowledge and skills; optimal combination of theoretical knowledge and practical skills; selection of the most effective forms, methods, technologies of formation of communicative-strategic competence.

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