scholarly journals USING WEB QUEST TECHLOGIES IN FUTURE PRIMARY SCHOOL TEACHERS’ TRAINING

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Nina Rudenko ◽  
◽  
Denys Shyrokov ◽  
Keyword(s):  
Primary School ◽  
Teaching Method ◽  
Educational Institution ◽  
Educational Process ◽  
Innovative Technology ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
Level Of Training

The intensive development of educational technologies is presenting serious challenges to education in Ukraine, which requires to review educational content, forms, teaching methods and technologies for promoting pupils’ cognitive activities, increasing their motivation that enhance the development of professional and key life competencies, which enables to bring up a personality ready for independent creative professional activities. The main innovations in education are interactive technologies along with ICT, therefore there is an urgent need in training future primary school teachers in using those technologies, particularly in organizing educational web quest. The notion of quest, types of quests, quest technologies and the innovating teaching method such as web quest technology are analyzed in the article. The experience in using web quest technology in training future primary school teachers has been examined in Ukraine and other countries. In this work, the peculiarities of using web quest technology are considered and the necessity of using new approaches in training future primary school teachers is substantiated, the advantages of integrating modern internet technologies into educational process, the usage of web quests at lessons and during self-studying are described. The notion of web quest is clarified, its typology is given, as well as the possibilities of using this innovative technology in educational process in a higher educational institution is considered. In the article the practical usage of web quest on the platform Padlet is described, the peculiarities of organizing work based on web quest technology for a teacher and the requirements to a student’s level of training are given. Using web quest technology with the virtual interactive board Padlet in training future primary school teachers is quite an efficient way to develop theoretical and practical competencies of a specialist who will be able to plan their own professional activity and work in a team to achieve the set objectives.

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 FORMATION OF MOTIVATION FOR PROFESSIONAL ACTIVITY IN FUTURE PRIMARY SCHOOL TEACHERS BY BYOD TECHNOLOGY

2020 ◽  
pp. 137-146
Author(s):  
Volodymyr Markiv ◽  
Iryna Onishchenko
Keyword(s):  
Higher Education ◽  
Primary School ◽  
School Teacher ◽  
Effective Means ◽  
Educational Process ◽  
Innovative Technology ◽  
Professional Activity ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers

The article analyzes the features of the formation of motivation for professional activity in future primary school teachers by means of BYOD’s technology. The authors revealed the essence of the concepts «motivation», «motivation to professional activity», «BYOD’s technology». Motivation to professional activity was characterized as a set of motivating factors that determine the activity of an individual, system of motives, needs, interests, aspirations, incentives, guidelines, value orientations, aimed at conscious choice of profession and long-term responsibilities which are associated with this profession. The authors substantiate the necessity of introduction of BYOD’s technology in the educational process of higher education institutions, which will promote the formation of motivation for professional activity in future primary-school teachers. The methodological basis of the study is a systematic approach to the studing of the provisions of pedagogical science regarding the application of BYOD. BYOD’s technology is seen as an innovative technology that allows using personal mobile devices (smartphones, tablets, netbooks, e-book, iPhone, iPad, etc.) as learning tools. The functional possibilities and peculiarities of the introduction of BYOD’s technology in the educational process of higher learning institutions are clarified as an effective means of forming motivation for professional activity in future primary-school teachers. It is determined that the introduction of BYOD’s technology in the educational process of higher education allows to intensify the training of future primary-school teachers; differentiate and individualize the learning process; streamline forms of information; use teaching time effectively; integrate students' knowledge of fundamental, psychological, pedagogical and methodological disciplines; get quick feedback. It is proved that the use of BYOD’s technology creates favorable conditions for the formation of students' motivation for professional activity, successful mastery of the profession of a primary-school teacher.

scholarly journals CURRENT STATE OF FORMATION OF READYNESS OF PRIMARY PRIMARY SCHOOL TEACHERS FOR INTRODUCTION OF TECHNOLOGIES OF INTERACTIVE LEARNING IN THE PROFESSIONAL PROFESSIONAL

2021 ◽  
Vol 32 (1) ◽  
pp. 129-142
Author(s):  
Olga Rybak
Keyword(s):  
Primary School ◽  
Interactive Learning ◽  
Learning Technologies ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
Current State ◽  
Interactive Training ◽  
Level Of Use

The article considers topical issues of the current state of readiness of future primary school teachers to implement interactive learning technologies in professional activities at the present stage of reforming the education system, which is interpreted as: readiness to develop plans and goals, development of professional qualities of teachers, expanding the mobilization of psychological point of view, increasing the level of independence and responsibility to society. The essence of the concept of "readiness" for future primary school teachers is revealed. The place of such scientists is shown: A. Aleksyuk, N. Boltenkov, V. Bondar, O. Voloshenko, S. Garkusha, M. Dyachenko, I. Zyazyuna, N. Kichuk, O. Kiyashko, L. Krasyuk, N. Kuzmina, Z. Kurland, I. Kushakova, A. Linenko, O. Moroz, S. Nikitchina, S. Sysoeva, V. Slastyonina, S. Smirnova, L. Khomich, V. Chaika, I. Shaposhnikova, O. Yaroshenko, who studied the problems readiness of teachers in professional activity. The essence of the concept of readiness as a set of properties and qualities of the teacher's personality, which determines the adaptation of a graduate of a higher education institution to the conditions of pedagogical work, is revealed. The development of research of scientists of readiness of primary school teachers for introduction of technologies of interactive training in professional activity is shown. The study analyzes the results of a survey of primary school teachers in Lviv, Lviv and Volyn regions on the use of interactive learning technologies. The level of use of interactive exercises at different stages of the lesson is shown, the sufficient level of use of technologies of interactive training of teachers of SZSh№ 68, Lviv. The best level of equipment of the technical base of schools in the conditions of development of the new Ukrainian school is determined. The place of a modern specialist who promotes the expansion of a positive level of learning with a willingness to implement technologies of interactive learning in professional activities is described.

scholarly journals Implementation of The Technology: “Pedagogical Partnership of Pre-School and Primary Stages of Education”

2019 ◽  
Vol 9 (1) ◽  
pp. 4556-4560 ◽  
Keyword(s):  
Primary School ◽  
School Children ◽  
Educational Institution ◽  
Social Institutions ◽  
Educational Process ◽  
Diagnostic Methods ◽  
Individual Development ◽  
Experimental Methodology ◽  
School Teachers ◽  
Primary School Teachers

The main priority of modern pre-school education is to ensure the self-identification of individual, the spiritual formation of children, the interaction between family and social institutions. Continuity of education is recognized as its guiding principle, which is ensured through continuity of the contents and coordination of educational activities at different levels of education. “Continuity” as a pedagogical category is the interconnection of various stages of development, the essence of which is to restore and preserve at the new stage the elements and characteristics of the previous ones. The pedagogical condition for the implementation of the principle of continuity of pre-school and primary stages of education is the technology of partner cooperation between the educators of pre-school educational institutions and primary school teachers. Pedagogical partnership is a process of joint activity of a teacher-educator, pupils, parents, and teachers of primary school aimed at prevision of the result of educational and cognitive activity; it serves the interests of all parties and contributes to the needs of senior pre-school children; planning, control, correction and coordination of activities of educators and administration of a pre-school educational institution; primary school teachers and administration of secondary schools; the emergence of interpersonal relationships for the purpose of lytic transition and preparation of children of senior pre-school age for schooling. Due to the effective implementation of the principle of continuity of pre-school and primary education by means of pedagogical partnership, the processes of individual development of personality of a senior pre-school child, as well as gradual inclusion of a child in the system of personal and public relations, individual socialization, and the formation of life competence of preschoolers take place [1]-[3]. The purpose of the research is to substantiate the technology of pedagogical partnership between pre-school and primary stages of education in order to ensure the principle of continuity and also ensure the transition of senior pre-school children to the first-year educational process. To achieve the purpose of the research, the following tasks were set: 1. To reveal the essence and structure of the concept of “pedagogical partnership between pre-school and primary stages of education”; to clarify the concept of “interaction”, “pedagogical interaction” in the context of the initiated research. 2. To investigate the experimental methodology of the technology of pedagogical partnership of pre-school and primary stages of education. A set of research methods was used in order to solve the set tasks, including: theoretical methods: the definition of the conceptual and categorical apparatus of the research; empirical methods: diagnostic methods (questionnaire, polling, testing), pedagogical experiment (ascertaining, formation and control stages); determination of the levels of pedagogical partnership; observational methods (supervision, method of self-evaluation).

scholarly journals Simulation of professional training of teachers of physical culture of the New Ukrainian school using innovative technologies

2019 ◽  
Vol 65 (2) ◽  
pp. 252-257
Author(s):  
Viсtoria Savchenko
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Physical Culture ◽  
School Teachers ◽  
Continuous Education ◽  
Primary School Teachers ◽  
Innovative Technologies

The article discusses the ways of professional training of teachers of physical culture of the New Ukrainian school using innovative technologies in the system of continuous education and experimentally tested the effectiveness of the use of innovative teaching technologies in refresher courses for primary school teachers who teach physical culture. Fundamentally new conceptual ideas and provisions for the modernization of education require a reorientation of the simulation of the professional training of the teacher of physical culture for the search and development of new, innovative ways of developing the education system, the formation of a truly new pedagogical thinking in the pedagogical environment at all levels of pedagogical activity. It will provide an educational area of mobility, accelerate its renewal, and eliminate the inertia inherent in centrally managed systems. At the same time, in order to prevent the destructive and destructive impact of innovations, it is important to intensify their comprehension, modeling, social selection and accelerate the processes of approbation, verification and selection of pedagogical innovations. In our study, the professional training of the teacher of physical education in primary education in the system of continuous education is defined as a set of interrelated factors, which subordinates all types and forms of the educational process and corresponds to the purpose of teacher training for pedagogical activities, provides a continuous and consistent influence on the professionalism of teachers, aimed at acquiring them new knowledge, skills and abilities, personal and professional qualities necessary for the successful leadership of the physical education of young people s students. The readiness of teachers of physical culture for professional activity is an integral education, which includes knowledge, skills, professionally meaningful qualities, pedagogical abilities and consists of the following components: motivational, cognitive, operational and reflexive. It is determined that simulation of the professional training of primary school teachers who teach physical culture at the New Ukrainian School will be effective under the following conditions: ensuring the improvement of the educational process; development of teachers’ competence.

scholarly journals DESIGNING DIGITAL EDUCATIONAL RESOURCES WITH THE DIGITAL TECHNOLOGIES TOOLS

2018 ◽  
pp. 58-62
Author(s):  
V. HRYNKO
Keyword(s):  
Educational Technology ◽  
Primary School ◽  
Digital Technology ◽  
Digital Technologies ◽  
Educational Process ◽  
Educational Resources ◽  
Professional Activity ◽  
Educational Resource ◽  
School Teachers ◽  
Primary School Teachers

Designing digital educational resources with the digital technologies tools while training future primary school teachers is considered by the author as one of the ways of solving the problem of insufficient level of implementing digital educational resources in the educational process of educational institutions.The author clarifies the essence of the concept of “digital educational technology” and its interconnection with the notion of “digital educational resources” and notes that the term “digital technology” is used to describe the technology of creating, transmitting and storing information messages, which envisages coding their contents with figures, and the term “digital resource” is used to describe information carriers created by using digital technologies.If the use of digital technology and digital resources is carried out for the implementation of educational tasks, the author advises to use such categories as “digital educational technology” and “digital educational resource”. It is noted that the design of digital educational resources is the important task of using digital educational technologies.The process of using digital technologies for designing a digital educational resource on the example of the digital educational resource “Interactive poster” is considered. Eight stages have been identified, during which the following functions of digital technology are implemented: visual, operational and creative, correctional, communication, collaborative, demonstrative and presentational.It is noted that designing digital educational resources with the digital technologies tools while training future primary school teachers provides for the organization of activities aimed at improving the ability to use digital technologies to create effective cognitive and active educational process, which is attractive for students, to critically evaluate digital educational resources in the aspect of expediency of their application in professional activity, as well as the capacity for lifelong learning to use technological innovation.

scholarly journals Professional Activity of an Elementary School Teacher with Students of the Alpha Generation

2021 ◽  
Vol 7 (1) ◽  
pp. 26-35
Author(s):  
Marianna V. Horvat ◽  
Mariia I. Kuzma-Kachur
Keyword(s):  
Primary School ◽  
Cognitive Activity ◽  
Digital Technologies ◽  
Educational Process ◽  
Primary School Children ◽  
Modern World ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Methods And Techniques

The study substantiates the relevance of the problem of professional activity of primary school teachers with students of the Alpha generation, presents the chronology of generations in Western Europe, the theoretical analysis of publications of scientists to study the features of the 21st century with the active introduction of digital technologies in society. The purpose of the study is to analyse the specific characteristics of children of the Alpha generation and substantiate the methods and techniques of professional activity of modern primary school teachers with them. In modern world, the field of digital technology is developing rapidly, and children are exposed to their influence from birth. In the course of the study, the authors analysed the scientific literature on philosophy, psychology, and pedagogy, analysed the factors influencing the development of psychological characteristics of students of the Alpha generation, conducted interviews with leading teachers and trainers to optimise the educational process in primary school. The authors recommend methods and techniques for organising the educational process in primary school, which are aimed at achieving the goals and objectives declared in the State Standard of Primary School and the Concept of the New Ukrainian School: nonviolent communication, storytelling, team building, game situations, interactive technologies, and problem-solving methods. Emphasis is placed on finding ways to combine digital technologies with teaching methods that would promote the development of creative and critical thinking. The practical value of scientific research lies in the analysis of the characteristics of modern primary school children born and raised in the digital society, and the presentation of methods to enhance their cognitive activity and the development of subject-subject relations on a partnership basis

Developing Information Competence of Primary School Teachers

2015 ◽  
Vol 3 (6) ◽  
pp. 42-45
Author(s):  
������� ◽  
T. Khilenko
Keyword(s):  
Primary School ◽  
Vocational Education ◽  
School Teacher ◽  
Educational Process ◽  
Professional Activity ◽  
Process Conditions ◽  
Primary School Teacher ◽  
Advanced Training ◽  
School Teachers ◽  
Primary School Teachers

The article is devoted to the issue of postgraduate education, namely further vocational education of primary school teachers. The readers will fi nd a model of development of informational competency of a primary school teacher. The article describes the organizational principles of further vocational education process aimed at development of informational competency of primary school teachers. There is a list of educational process conditions of advanced training of primary school teachers, namely: independent work of a teacher, well-organized informational and educational space, organization of individual educational paths of teachers being trained, application of diff erent forms of education during the training process of teachers, opportunity to apply the works of practical value in professional activity as the result of advanced training. Moreover, the article focuses on criteria for determining the levels of formation of information competency of a primary school teacher, and also describes the indicators of each level: low, intermediate and high.

scholarly journals PROFESSIONAL SUBJECTIVITY AS A FACTOR IN THE FORMATION OF MOTIVATION FOR PROFESSIONAL ACTIVITY IN FUTURE PRIMARY SCHOOL TEACHERS

2021 ◽  
pp. 14-22
Author(s):  
Iryna Onyshchenko
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Teacher Motivation ◽  
School Teacher ◽  
Professional Activity ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
Personal Qualities

The article provides a theoretical analysis of the scientific achievements of Ukrainian and foreign scientists on the essence of professional subjectivity and its role in the formation of motivation for professional activity in future primary school teachers. The purpose of the study is to reveal the essence of professional subjectivity as a factor in the formation of motivation for professional activity in future primary school teachers. The characteristics of the influence of professional subjectivity on motivation for professional activity are highlighted. The methodological basis of the study is a subjective approach to the formation of motivation for professional activity in future primary school teachers as subjects of cognitive and educational-professional activities in higher education institutions.The meaning of the concepts “subjectivity”, “professional subjectivity”, “professional subjectivity of an elementary school teacher”, “motivation for professional activity” are revealed. The professional subjectivity of a primary school teacher is interpreted as an integrative quality of personality, that is manifested in a conscious and active attitude to oneself, junior schoolchildren and professional activity. It allows teachers to transform one’s abilities into professionally meaningful personal qualities and carry out successful self-realization and self-fulfillment in various spheres of professional activity. The psychological and pedagogical principles of the formation of professional subjectivity of future primary school teachers are analyzed. The relationship between the motivation for professional activity of students and the level of their professional subjectivity is revealed. It was found that the level of development of professional subjectivity depends on the formation of motivation for professional activity, the success of mastering the profession of a primary school teacher and the productivity of the pedagogical activity. Keywords: subject; subjectivity; professional subjectivity; professional subjectivity of the primary school teacher; motivation; motivation for professional activity; professional activity; professional training.

scholarly journals CONTENT AND STRUCTURE OF FUTURE PRIMARY SCHOOL TEACHERS’ EMOTIONAL COMPETENCE

2021 ◽  
pp. 165-175
Author(s):  
Ірина Сухопара
Keyword(s):  
Primary School ◽  
Emotional State ◽  
Emotional Competence ◽  
School Teacher ◽  
Educational Process ◽  
Professional Activity ◽  
Primary School Teacher ◽  
Structural Components ◽  
School Teachers ◽  
Primary School Teachers

Determining the content and structural components of the future primary school teachers' emotional competence will help organize the process of future teachers' training for successful professional activity, personal self-realization. The purpose of our article is to study theoretical substantiation content and structural components of future primary school teachers' emotional competence. Methods of analysis of psychological and pedagogical literature, systematization and generalization of theoretical material, the study of experience on the researched question were used to solve this problem, which allowed forming their own view on the content and structure of future teacher's emotional competence. Primary school teachers' emotional competence is understood as a dynamic combination of views, values, knowledge of emotions, ability to express, understand, manage pupils own emotions and emotional state, which shapes the ability to successfully organize the educational process on an emotional basis, empathy principles, to realize themselves in professional activity. The concept contains two components: personal, which includes the ability to understand, express, identify, stimulate their emotions and feelings, manage them and interpersonal – the ability to perceive, understand the emotional state of pupils, their parents, colleagues, to understand the motives of their behaviour, effectively communicate with them, interact, solve problems, influence emotions and feelings to achieve educational goals. The emotional competence structure of a future primary school teacher is represented by such interrelated components as cognitive, value, activity.

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