scholarly journals FORMATION OF STRUCTURAL COMPONENTS OF VOCATIONAL COMPETENCE OF FUTURE TEACHERS ON BIOLOGY IN THE PROCESS OF VOCATIONAL TRAINING

2021 ◽  
Vol 1 (76) ◽  
pp. 129-132
Author(s):  
S. Kara
Keyword(s):  
Vocational Training ◽  
Structural Components ◽  
Future Teachers ◽  
Vocational Competence

scholarly journals STUDY OF THE FORMATION OF FUTURE TEACHERS’ READINESS FOR INCLUSION

2021 ◽  
pp. 33-40
Author(s):  
Ольга Анатольевна Козырева ◽  
Елена Петровна Хвастунова
Keyword(s):  
Empirical Study ◽  
Inclusive Education ◽  
Professional Training ◽  
Scientific Discourse ◽  
Professional Activity ◽  
Structural Components ◽  
Future Teachers ◽  
Education Practice ◽  
The Third ◽  
The University

Анализируется проблема необходимости формирования готовности будущих педагогов к инклюзии в процессе профессиональной подготовки в вузе, а также ее структурные компоненты и их содержание. В структуре указанного вида готовности выявляются мотивационный, когнитивный и операционно-деятельностный компоненты. Констатируется, что проблема готовности будущих педагогов к профессиональной деятельности в условиях инклюзии является проблемным полем в современном научном дискурсе, так как ее системное решение пока не найдено. Целью является исследование сформированности готовности будущих педагогов к инклюзии школьников в процессе профессиональной подготовки в вузе. Приводятся результаты эмпирического исследования сформированности готовности будущих педагогов к инклюзии школьников. Даются рекомендации по формированию профессиональной готовности будущих педагогов к инклюзии школьников в процессе обучения в университете, где изучаются на третьем и четвертом курсах следующие дисциплины: «Обучение лиц с ограниченными возможностями здоровья», «Психолого-педагогические основы инклюзивного образования»; происходит введение производственной (технологической в системе инклюзивного образования) практики на базе организаций образовательной и социальной сферы, оперативный мониторинг сформированности готовности будущих педагогов к инклюзивному образованию школьников с ОВЗ. The problem of the need to form the readiness of future teachers for inclusion in the process of professional training at a university is analyzed, as well as its structural components and their content. In the structure of this type of readiness, motivational, cognitive and operationalactivity components are revealed. It is stated that the problem of the readiness of future teachers for professional activity in conditions of inclusion is a problematic field in modern scientific discourse, since its systemic solution has not yet been found. The aim is to study the formation of the readiness of future teachers for the inclusion of schoolchildren in the process of professional training at a university. The article presents the results of an empirical study of the formation of the readiness of future teachers for the inclusion of schoolchildren. Recommendations are given on the formation of professional readiness of future teachers for the inclusion of schoolchildren in the process of studying at the university, consisting in enriching the content of training in the third and fourth years of the disciplines: «Teaching people with disabilities», «Psychological and pedagogical foundations of inclusive education»; the introduction of industrial (technological in the system of inclusive education) practice on the basis of educational and social organizations; operational monitoring of the formation of the readiness of future teachers for inclusive education of schoolchildren with disabilities.

scholarly journals The readiness of future teachers to the implementation of system-activity approach as a pedagogical phenomenon

2019 ◽  
Vol 21 (5) ◽  
pp. 42-60 ◽  
Author(s):  
O. V. Tumasheva ◽  
N. A. Кirillova ◽  
E. A. Mikhalkina
Keyword(s):  
Vocational Training ◽  
Cognitive Activity ◽  
Educational Process ◽  
Educational Activity ◽  
Practical Significance ◽  
Diagnostic Tools ◽  
Professional Activity ◽  
Future Teachers ◽  
Full Member ◽  
System Activity

Introduction. The concept of the Federal State Educational Standard (FSES) involves the ideas of the system-activity approach, according to which a student becomes a full member of the pedagogical process; educational activity is based on the principles of cooperation and mutual understanding. The main purpose of this approach is to promote student’s interest in the knowledge of the world around, to acquaint him or her with the experience of self-education and to bring up a personality with an active living position. Teacher capacity to project and carry out own professional activity with a support on the provisions of system-activity approach is a key prerequisite of successful performance of labour duties in modern realities, indicating the objective need to form related new skills in students of pedagogical higher education institutions. However, the ideology of system-activity approach, the logic and regularities of its implementation at comprehensive school have not yet been sufficiently studied and understood by scientific and pedagogical community. It is necessary to reconsider widespread ideas about the role and functions of the teacher and to make serious corrections to the programmes of vocational training and all components of educational practice.The aim of the article was to study the pedagogical phenomenon “readiness of future teachers for implementation of system-activity approach” and the development of its science-based model.Methodology and research methods. The methodological basis of the research involves the conceptual provisions of the system-activity approach to the organisation of educational process. The analysis, comparison and synthesis of the Russian and foreign scientific literature and the method of modelling were carried out. The methods of open observation, discussion and interview were employed as the main empirical methods of the research.Results and scientific novelty. The peculiarities of application in the teacher’s practice of system-activity approach are designated. The options for interpretation of the main concepts of system-activity approach are analysed; it is proposed to improve the list of concepts by adding the concept of “readiness of future teachers for implementation of system-activity approach”. A structural-informative model of similar readiness is theoretically proved; motivational and axiological, cognitive, activity and reflexive-evaluative levels of such model are identified. The criteria and indicators of competency assessment of pedagogical students in terms of system-activity approach are formulated. The structural and informative model presented by the authors is oriented to provide assistance in completing the content of high school pedagogical programmes required by FSES. Clarification of informative components of the model, taking into account the specialisation of students and specifics of academic disciplines mastered by them, will allow this theoretical construct to be transformed into a matrix form of objectives of teachers’ vocational training.Practical significance. The materials presented in the article set the vector for the development of appropriate procedural and technological activities focused on the formation of necessary competencies in future teachers. The proposed criterial apparatus is the framework for the development of diagnostic tools. 

scholarly journals INVOLVING OF TRAINEES-FUTURE TEACHERS OF PROFESSIONAL TRAINING IN PROJECT ACTIVITIES IN THE DISCIPLINE

2018 ◽  
Vol 6 (2) ◽  
pp. 6 ◽  
Author(s):  
M. P. Prokhorova ◽  
A. A. Semchenko
Keyword(s):  
Experimental Work ◽  
Vocational Training ◽  
Professional Training ◽  
Strong Relationship ◽  
Project Work ◽  
Professional Activity ◽  
Practical Implementation ◽  
Future Teachers ◽  
The Third ◽  
Project Activity

Introduction:The project activity in professional training of future teachers of vocational training ensures its ability to effectively solve pedagogical tasks, participate in teamwork, develop educational systems. The requirements of the future specialist's readiness for the project activity are reflected in the GEF and in the professional standard. This determines the relevance of involving future teachers of vocational training in project activities when mastering disciplines.Materials and methods:Experimental work on involving students in the project activities was carried out in three stages. At first, they had experience of participating in different types of project activities, the second involved work on engaging in project activities, and on the third, the effectiveness of involvement in project activities was assessed. At all stages of the study, methods of observation and generalization of pedagogical experience and questioning were used.Results:The first stage revealed the experience of participation in the project activity (the students took part in the development of the content and the project), the sources of difficulties for the students in the project activity (related to the search for ideas, practical implementation of the project and evaluation of its results) obtaining meaningful results and developing teamwork skills). At the second stage, methodical support of the project activity was developed within the framework of the discipline; experimental work in this direction was carried out. At the third stage, the trainees called the skills they perceived as new (to conduct assessment and self-evaluation of the results of the project work, to apply in ICT projects and on-line resources, etc.), indicated the existence of a strong relationship between the gained experience of the project activity and future professional activity, showed a decrease in the share of difficulties in the project work.Discussion and Conclusions:conclusions were drawn about the significant pedagogical potential for involving learners in the project activity in the discipline, provided that the quality of the methodical study of its content and the provision of project assignments at each stage with future professional activity are provided.

scholarly journals Methodological Foundations for the Information Competence Development of Future Teachers of Vocational Training

2021 ◽  
Vol 16 (3) ◽  
pp. 35-47
Author(s):  
Zhyeva Aleksandra H. ◽  
Keyword(s):  
Vocational Training ◽  
Appropriate Technology ◽  
Middle Level ◽  
Necessary Condition ◽  
Professional Activity ◽  
Educational Standards ◽  
Future Teachers ◽  
Methodological Basis ◽  
Stage Of Development ◽  
Digital Format

At the present stage of development of society and technologies, information in digital format acquires the status of capital and becomes the leading factor in the development of the state economy. Digitalization of education is a response to the need of the digital economy for competitive specialists. To ensure the effectiveness of the implementation of the digitalization strategy in the field of vocational education, providing the industry with labor personnel, a necessary condition is the presence of a high level of information competence of vocational training teachers. The professional activity of these specialists is of an integrative, practice-oriented nature, since it is aimed at preparing qualified workers and middle-level specialists for professional activity in various industries that are switching to the use of digital technologies today. The analysis of educational standards for the training of teachers of vocational training allowed the author of the article to establish the fragmentary and unclear requirements for the information competence of this specialist, which prevents its effective development in the process of studying at a university. Also, the analysis of educational standards in the areas corresponding to the profiles of training teachers of vocational training revealed higher industry requirements for the information competence of a teacher of vocational training. These contradictions make it necessary to develop the information competence of future teachers of vocational training in the process of specialized training and the development of appropriate technology. The solution of this problem has been started by the author with the substantiation of the methodological basis for the development of information competence of future teachers of vocational training. The article presents the author's definition of the information competence of a teacher of vocational training and its structural components. When determining the methodological basis for the development of information competence of future teachers of vocational training, the trends, patterns, principles and methodological approaches of this process are highlighted.

scholarly journals MEDIA LITERACY AS ONE OF THE COMPONENTS OF THE PROCESS OF PREPARATION OF A MODERN TEACHER OF VOCATIONAL TRAINING

2021 ◽  
pp. 69-72
Author(s):  
Dmytrii Verbivskyi ◽  
Yaroslava Sikora ◽  
Olena Usata
Keyword(s):  
Media Literacy ◽  
Vocational Training ◽  
Professional Training ◽  
Legal Framework ◽  
Empirical Method ◽  
Literacy Skills ◽  
Media Culture ◽  
Media Education ◽  
Future Teachers ◽  
The Media

The formation of media information literacy and media culture in accordance with their age, individual and other characteristics is defined as one of the priority areas of media education in Ukraine. That is why in the process of integration of Ukrainian education into the European space and providing the state with measures for information security of the country, the issues of media literacy of modern teachers, including professional teachers, become especially acute and relevant. The purpose of this article is to determine the content of the concept of «media literacy», analysis of the legal framework for the introduction of media education in Ukraine and foreign and domestic experience in the formation of media literacy in future teachers of professional training. The following research methods were used in the work: empirical method of collecting and systematizing materials related to the study of media literacy in future teachers of professional training; terminological analysis, as a result of which the definitions of a number of terms were specified: media literacy, media competence, media education, media pedagogy, professional training, teacher of professional training. The presented material of the article allowed to make the following conclusions: the analysis of foreign and domestic experience of formation of media literacy at future teachers of vocational training gave the chance to define the maintenance of concept «media literacy of the modern teacher of professional training». The analysis of the legal framework for the introduction of media education in Ukraine showed that the media educator, who is included in the media education system and has media literacy skills, is a key figure at all levels of modern education: from preschool to higher.

scholarly journals DEVELOPMENT OF PROFESSIONAL-PEDAGOGICAL MOTIVATION OF FUTURE TEACHERS IN THE CONDITIONS OF THE INTEGRATED EDUCATIONAL AND PROFESSIONAL SPACE

2017 ◽  
Vol 1 ◽  
pp. 102
Author(s):  
Alena Chekina ◽  
Liudmila Vilchynskaya
Keyword(s):  
Vocational Training ◽  
Future Teachers ◽  
Self Assessment ◽  
Practical Orientation ◽  
Close Interaction ◽  
Educational Professional

The article is devoted to consideration of a problem of modernization of vocational training of future teachers by strengthening of its practical orientation. One of solutions of this problem is designing of the new educational space based on close interaction and integration of resources of university and organizations-customers of specialists. In article the author's model of the integrated educational-professional space of training of teachers is characterized. This model including a number of the interconnected components: target, structural, resource, substantial, procedural-activity and productive. The professional-pedagogical motivation at future teachers was studied by means of "Self-assessment of Professional-Pedagogical Motivation" by N. P. Fetiskin. This tool allows to define at what step of a motivational ladder there is a student: from indifference to future profession to the professional need to seize bases of pedagogical skill. 

scholarly journals ILLUSTRATION AS AN INTEGRATIVE COMPONENT OF VOCATIONAL TRAINING OF TEACHERS OF ART

2020 ◽  
pp. 7-14
Author(s):  
E. A. Vidanova ◽  
Keyword(s):  
Vocational Training ◽  
Professional Training ◽  
Academic Discipline ◽  
Practical Experience ◽  
Creative Work ◽  
Future Teachers ◽  
Suggested Approach ◽  
Learning And Teaching ◽  
Integration Of Learning ◽  
Functional Components

The paper considers the role of academic and creative work on illustration as an integrative component of learning and teaching activity (vocational training) in the process of vocational training of a future teacher of art (painter-teacher). The relevance of the study is caused by insufficient information about the potential of teaching illustration as a part of the vocational training of future teachers. The author considers the integration of learning and vocational activity in several aspects, which allows defining the essence and highlighting the significant elements of this process. In each aspect of integration, the author emphasizes the functional components of the teacher’s activity aimed at the formation of general professional and vocational competencies or their parts. In this respect, the paper considers the academic and creative work on illustration as an overall process where all elements are interdependent. The characteristic of the suggested approach to teaching illustration as an integrative component of vocational training of future teachers is the systemizing and improvement in the practice of the complex of knowledge, skills, and experience of activity obtained in the process of learning disciplines of vocational and general professional training throughout the training period. The academic and creative work on illustration expands the instruments of a student necessary for a future practical experience both for the development of artistic and creative skills and aesthetic education of students. An intending teacher being keen on illustration as an academic discipline in the future can implement this field of study in independent creative activity, which can be an example of professional self-fulfillment. The author based the research on the learning of the results of academic and creative work in artistic graphics of the fourth-year students of Art and Graphics Faculty of Kuban State University and further survey organized during teaching training.

scholarly journals The problem of stage culture in amateur vocal-instrumental group

2021 ◽  
Author(s):  
Valentyna Vihula ◽  
Tetiana Hanulych ◽  
Yevgen Tsanko ◽  
Oleksandr Karbovanets
Keyword(s):  
Vocational Training ◽  
Professional Training ◽  
Music Teachers ◽  
Individual Member ◽  
Structural Components ◽  
Historical Comparison ◽  
Current Trends ◽  
Self Development ◽  
Vocal Art ◽  
Theoretical Foundations

The purpose of the article. The aim of the article is to identify and reveal aspects of the development of amateur vocal art, the qualities of a musician and teacher who are aware of the values of artistic action and fully immerse, perceive, feel and immerse themselves in the content of works. The urgency of the problem is due to the fact that the training of future musicians and teachers should be based on their competence and awareness, which will lead to the quality professional training of amateurs in vocal and instrumental groups who will have fundamental abilities and master the art of seeing, creating and feeling. Methodology. Leading methods of research of this problem are methods of analysis, synthesis, comparison, and historical comparison, which will help to recognize the features and professional competencies and skills that make up the stage culture of an individual member of an amateur folk group, revealing issues from a broader paradigm to narrower and clearer understanding systems. Scientific novelty. The article reveals and substantiates the essence of the concept of "stage culture", current trends in vocational training, considers the theoretical foundations of this set of qualities, its impact on teaching and the gradual formation of structural components of the phenomenon, its relationship with amateur and folk vocal and instrumental teams; components of stage culture, ways of its formation in artists and its influence on folklore and folk art are revealed. Conclusions. The materials of the article are of the practical and theoretical value for students, future teachers, music teachers, artists, vocalists, and other artists who are engaged in professional and personal self-development and want to have such an integrated quality as stage culture that will significantly improve their abilities and skills. will contribute to the success of music and pedagogical work in schools and independent creative activity. Keywords: folk groups, musician, art, traditions, folklore, pop and stage sphere.

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