scholarly journals DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE TEACHERS IN THE DIGITAL EDUCATION CONDITIONS OF THE HIGHER EDUCATION INSTITUTION

2019 ◽  
Vol 19 (2) ◽  
pp. 158-161
Author(s):  
H.R. Henseruk ◽  
◽  
S.V. Martyniuk ◽  
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Future Teachers ◽  
Digital Competence ◽  
Higher Education Institution ◽  
Digital Education

scholarly journals METHODICAL COMPONENT OF THE SYSTEM OF DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE TEACHERS OF THE HUMANITARIAN PROFILE

2021 ◽  
Vol 1 (1) ◽  
pp. 123-131
Author(s):  
HALYNA HENSERUK ◽  
MARTYNIUK SERHII
Keyword(s):  
Higher Education ◽  
Action Plan ◽  
Education Institution ◽  
Competence Development ◽  
Information Support ◽  
Future Teachers ◽  
Digital Competence ◽  
Digital Education ◽  
Digital Competencies ◽  
Methodological Component

The development of digital competence of new generation teachers is a priority of a modern higher education institution. It is important in this context to develop a methodological component of the system of digital competence development of future teachers of humanities, which will determine the goals, content, methods, forms and means of digital competence development. Therefore, the aim of the article is to substantiate the methodological component of the model of development of digital competence of future teachers of humanities. The study analyzes the international framework of digital competence for citizens, in particular the framework of digital competence DigCompEdu, UNESCO standards “UNESCO ICT Competency Framework for Teachers. Version 3”, which reflects the latest technological and pedagogical advances in the use of ICT in education. It is important to describe the digital competence of the pedagogical worker, which includes the requirements to a humanities teacher and a set of skills to acquire, as well as the levels of digital competence of a pedagogical worker. A new Digital Education Action Plan (2021–2027) has been substantiated, outlining the European Commission's vision for high-quality, inclusive and accessible digital education in Europe. In the context of the study the analysis of the Concept of development of digital competencies adopted in Ukraine in 2020, the ways and means of solving the problems outlined in the document and the expected results are very important. The action plan for the implementation of the Concept of development of digital competencies includes regulatory, scientific and methodological, information support, deadlines and performance indicators. The described methodical component of the system of digital competence development of future teachers of humanities is developed in accordance with the European framework of digital competences, the concept of digital competence development and the description of digital competence of a pedagogical worker. This system is focused on application in the system of higher education. The methodological component of the system of development of digital competence of future teachers of humanities, which is carried out in the digital educational environment of Ternopil Volodymyr Hnatiuk National Pedagogical University, has been also substantiated.

scholarly journals Digital competence of future teachers in a Higher Education Institution in Paraguay]

2022 ◽  
pp. 159-195
Author(s):  
Carlos Arturo Torres Gastelú ◽  
Agustín Lagunes Domínguez ◽  
Melchor Gómez García
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Educación Superior ◽  
Future Teachers ◽  
Digital Competence ◽  
Higher Education Institution ◽  
Educacion Superior ◽  
Competencia Digital

La globalización de la tecnología ha provocado que gran parte del comportamiento social cambie, así como también en la forma de aprender y a enseñar. El objetivo fue analizar la percepción de los futuros docentes sobre su competencia digital en cuatro dimensiones (TIC, pedagógica, aspecto, ético y legal y formación profesional docente) que cursan los últimos años de en una Institución de Educación Superior en el Paraguay. Se utilizó una metodología cuantitativa de tipo no experimental correlacional, con un total de 330 participantes. Los resultados evidenciaron una formación muy básica a básica de competencia digital y se encontró que, a mayor formación en las TIC, mayor es el desarrollo de la competencia digital; así también, existe una relación significativa entre el género y las dimensiones (pedagógica, TIC y aspecto, ético y legal) y, no se encontró correlación entre la edad y las dimensiones de la compencia digital. Se concluye que existe una necesidad de formación continua en competencia digital de los futuros docentes

Diagnostic Methods of Development of Design Competence of Future Teacher in the Period of Teaching Internship

2018 ◽  
Vol 6 (3) ◽  
pp. 28-33
Author(s):  
Сергей Латынцев ◽  
Sergey Latyncev ◽  
Надежда Прокопьева ◽  
Nadezhda Prokopeva
Keyword(s):  
Higher Education ◽  
Education System ◽  
Education Institution ◽  
Diagnostic Methods ◽  
Future Teacher ◽  
Diagnostic Tools ◽  
Future Teachers ◽  
Higher Education Institution

The article is devoted to questions of development of a technique of diagnostics of development of design competence of future teacher in the course of his training in a pedagogical internship. The need of development of design competence of future teachers, proceeding from requirements of an education system is proved. The concept about a pedagogical internship as in a special way to the organized form of education in pedagogical higher education institution allowing students to plunge on professional Wednesday that contribute to the development of their professional competences, including design is given. The structure of design competence of the teacher is considered, levels of her development are allocated, their short characteristic is given. The appraisal and diagnostic tools developed by authors directed to diagnostics of the level of development of design competence of students when passing a pedagogical internship are given. Examples of tasks during which performance the design competence develops are also off ered and there is assessment of level of her development.

scholarly journals Diagnosis of Creative Potential of Future Teachers in the Conditions of Higher Education Institution

2020 ◽  
Vol 8 (11D) ◽  
pp. 173-178
Author(s):  
Sofiia O. Dovbnia ◽  
Nataliia I. Melnyk ◽  
Raisa A. Shulyhina ◽  
Nataliia V. Andrushchenko ◽  
Yuliia M. Kosenko
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Future Teachers ◽  
Creative Potential ◽  
Higher Education Institution

Designing a Content Component of Methodical Training of Future Teachers in the Conditions of Implementation of the New Standards

2018 ◽  
Vol 6 (2) ◽  
pp. 32-38
Author(s):  
Ольга Тумашева ◽  
Ol'ga Tumasheva
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Education Institution ◽  
Basic Unit ◽  
Educational Standards ◽  
Future Teachers ◽  
Higher Education Institution ◽  
New Approaches ◽  
Younger Generation ◽  
Special Relevance

In the conditions of implementation of new educational standards special relevance was acquired by researches of problems of preparation of the pedagogical shots which are capable to realization of new approaches to training of younger generation. Methodical training of future teachers is a backbone component of pedagogical education. Despite essential interest of scientists in a problem of improvement of methodical training of future teachers in pedagogical higher education institution and the considerable results received so far it is possible to note that in substantial aspect the allocated problem still is completely not solved that causes relevance of this article. Author’s approach to projection of content of methodical preparation in the conditions of implementation of new educational standards is presented in article. The main projection stages of a substantial component of methodical preparation are described. Urgent types of methodical activity are allocated. As the basic unit of content of methodical preparation is considered professional training tasks is considered. The requirements to system of professional training tasks are formulated. The examples of professional training tasks are given.

scholarly journals Digital Competence of Hospitality Students within the Context of Information and Communication Technology Environment

2021 ◽  
Author(s):  
Sandra Iriste ◽  
◽  
Irena Katane ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Education Institution ◽  
The Self ◽  
Digital Competence ◽  
Higher Education Institution ◽  
Hospitality Students ◽  
Self Evaluation ◽  
Information And Communication

In the nearest future, most industries, including hospitality, will be characterized by significant changes linked to the change of business models, leaders break through innovations due to the new global epidemiological situation. Considering the new digitization trends in the hospitality industry, only companies with employees with high-level digital competence will be able to survive, adapt and develop. The dual study environment of a higher education institution ‒ the study environment of a higher education institution and the environment of professional activities plays a major role in the development of digital competence. On the basis of the ecological approach, there has been the context of information and communication technology environment viewed in the article within the substantiation of digital competence. The aim of the study was: during the pedagogical experiment to approbate the developed “Model of the dual study environment of a higher education institution” and to evaluate university hospitality students’ competitiveness including digital competence as competitiveness integral part. To find out how significantly has changed the self-evaluation of students’ digital competence after the prospective hospitality business managers’ competitiveness facilitation in the framework of the developed dual study environmental model. Both before and after the pedagogical experiment the students performed the self-evaluation of digital competence by using the authors’ developed and examined competitiveness evaluation methodology. The obtained results testify that the developed and approbated model for promotion of competitiveness development in general impacted self-assessments of the students' digital competence during the pedagogical experiment.

scholarly journals Impact of Intercultural Educational Space on the Formation of Intercultural Competence of Future Teachers at a Pedagogical Higher Education Institution

2020 ◽  
Vol 45 ◽  
pp. 42-59
Author(s):  
Oksana Pryshlіak ◽  
Vira Polishchuk ◽  
Natalia Lupak
Keyword(s):  
Higher Education ◽  
Intercultural Competence ◽  
Education Institution ◽  
Educational Process ◽  
Intercultural Development ◽  
Future Teachers ◽  
Higher Education Institution ◽  
Development Level ◽  
The Difference ◽  
The Impact

The proposed research is directed at studying the impact of the intercultural educational space on the formation of intercultural competence of future teachers at a pedagogical higher education institution. To determine the levels of intercultural development, the authors adopted the Intercultural Maturity Model by P. King and M. Baxter Magolda. Having identified the initial, intermediate, and mature levels of intercultural development, the authors analyze the process of completion to the full development of intercultural competence. Experimental research was conducted in 2019 at the Institute of Pedagogics and Psychology at Ternopil Volodymyr Hnatyuk National Pedagogical University, Ukraine. To conduct the study the authors opened the Intercultural Communication Center, whose activity was aimed at modeling and implementation of intercultural educational space at this university. The participants in this study were 63 future teachers (third-year students of the University). The pedagogical experiment included the following stages: preparation, diagnostics, formation, and control. The authors identified the intercultural orientation of the goals of the educational process and tasks at each stage. The following methods were used: analysis, survey, interview, conversation, methods of observation. During the pedagogical experiment, attention was focused on the formation of students’ intercultural abilities according to the content and structure of intercultural competence. The study showed a redistribution of respondents in groups – a significant decrease in the percentage of students on the Initial Development Level (the difference is 55.6%) and an increase on the Intermediate Development Level (the difference is 20.6%) and Mature Development Level (the difference is 34.9%). Statistics allow us to assert the significant dynamics of changes in group indicators by levels of intercultural competence at the beginning and end of the study. The study confirmed the hypothesis that the creation of the intercultural educational space at the higher education institution has a positive effect on the process of intercultural competence formation.

scholarly journals BUILDING THE DIGITAL COMPETENCE TEACHER PROFILE BY INNOVATIVE TEACHING INSTRUMENTS

2020 ◽  
pp. 1-71
Author(s):  
Nataliia Morze ◽  
Mariia Boiko ◽  
Viktoriia Vember ◽  
Oksana Buinytska
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Digital Competence ◽  
Higher Education Institution ◽  
Innovative Teaching ◽  
Knowledge And Skills ◽  
University Teachers ◽  
Teachers And Students

This report on the MoPED project contains the results of designing the digital competence of teachers, in particular, developed models of standards of digital competence of university teachers and teachers. The report presents the results of a survey of teachers and students of higher education institutions and teachers of secondary education institutions on their attitudes to digital competence and the composition and content of digital competence of teachers, which was conducted under the project. Models of digital competence standards of a teacher of a higher education institution and a teacher of a general secondary education institution have been built. The levels of digital competence of a university lecturer are determined and certain knowledge and skills are determined for each of them. The standard of digital competence of the teacher which consists of 5 components is offered and requirements to each of them are described in detail.

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