scholarly journals FORMING OF READINESS OF FUTURE PRIMARY SCHOOL TEACHERS TO INTERACT WITH THE PARTICIPANTS IN THE EDUCATIONAL PROCESS AS AN URGENT PROBLEM OF VOCATIONAL AND PEDAGOGICAL EDUCATION

2020 ◽  
Vol 4 (22) ◽  
pp. 131-134
Author(s):  
V.V. Didukh
Keyword(s):  
Primary School ◽  
Educational Process ◽  
Urgent Problem ◽  
School Teachers ◽  
Primary School Teachers

scholarly journals DEVELOPMENT OF DIAMONOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 1 ◽  
pp. 395-405
Author(s):  
Iryna Lapshyna ◽  
Lyudmila Lyubchak ◽  
Nataliia Franchuk ◽  
Alla Vasylyuk ◽  
Nadiia Komarivska
Keyword(s):  
Primary School ◽  
Personal Growth ◽  
Professional Training ◽  
Large Scale ◽  
Group Discussion ◽  
Age Groups ◽  
Educational Process ◽  
School Teachers ◽  
Developmental Potential ◽  
Primary School Teachers

The implementation of active forms and methods of group interaction in the educational process is recognized as a perspective means of developing future teachers’ communication. From the authors’ standpoint, it is necessary to re-evaluate the developmental potential of such specific methods as discussion methods (group discussion, analysis and commentary of situations); play methods (role-, director-, and counterplays) and play psychotherapy, trainings of interpersonal sensitivity, personal growth, techniques of non-verbal interaction and others. The topicality of such re-evaluation is caused not only by the reform processes in the education system of Ukraine, but also by the modern challenge to the whole system of world education - the need for large-scale implementation of distance forms of the educational process organization in connection with the pandemic situation. The survey of future primary school teachers conducted by the authors, indicates a low readiness of modern teachers to use active teaching methods for training schoolchildren of different age groups, to organize speech interaction with students based on emotional involvement in work, critical re-evaluating of self-position, frank and reasoned expression of thoughts and feelings. In this regard, the issues of the development of diamonological competence of the higher education institutions students acquire additional relevance in the pedagogical discussion. 

scholarly journals THE PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF COMPASSION OF THE PRIMARY SCHOOL CHILDREN WITH REGARD TO THEIR PSYCHOLOGICAL TYPES

2017 ◽  
Vol 2 ◽  
pp. 265 ◽  
Author(s):  
Victoria Guseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Educational Process ◽  
Learning Activities ◽  
Primary School Children ◽  
School Teachers ◽  
Pedagogical Tools ◽  
Primary School Teachers ◽  
Psychological Types

The article contains the development of pedagogical tools of the compassion in the primary school children in the educational process with regard to their psychotypes. It also includes examples of learning activities for primary school teachers.

THE STUDY OF THE READINESS OF PRIMARY SCHOOL TEACHERS TO PLAN THE CONTENT OF EDUCATION IN THE CONTEXT OF THE TRANSITION FROM INFORMATIZATION TO DIGITALIZATION

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
Zh.I. Sardarova ◽  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Central Place ◽  
Learning Technologies ◽  
Educational Process ◽  
Information Environment ◽  
Theory And Practice ◽  
Digital Learning ◽  
School Teachers ◽  
Primary School Teachers

The article is devoted to the problem of digitalization, which currently occupies a central place at the global level, since in today's rapidly changing world, accelerated rates and changes in the field of technology can be taken into account not for years, but for months. Today, the main goal of digitalization of education in the republic is to improve the quality of education, the formation of digital competencies of students based on the creation of a unified educational information environment using digital learning technologies. In this regard, the modern education system of the country can be considered as a dynamically developing system aimed at harmonious integration into the world educational space. This, in turn, is accompanied by changes in the content structure of the teaching technology and significant changes in the pedagogical theory and practice of the educational process, which contribute to mastering the constantly dynamically developing didactic capabilities of ICT and the harmonious entry of the child from primary school into the developing information environment. Observation, research of the work of students and teachers and the responses received to the survey prove that the rational use of digital educational resources in everyday practice contributes to improving the efficiency, effectiveness and productivity of the learning process. In addition, digital technologies help to improve relationships, increase the responsibility of students and teachers for learning, achieving success. The authors, analyzing the course of the transition from the period of informatization to the current period of digitalization, by introducing the first computer technologies into the educational process of primary classes, tried to reveal its positive and negative aspects, to determine the readiness of primary school teachers to plan the content of education in the information educational environment. Along with providing the author's position on the basis of an analytical analysis of research works of domestic and foreign scientists on the topic of research, the objective and subjective factors influencing the transition from informatization to digitalization of modern primary schools are revealed.

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 Formation of professional readiness of future primary school teachers to ensure social partnership with parents in the nomadic school of the far north

2020 ◽  
pp. 79-89
Author(s):  
N. M. Nuzhnova
Keyword(s):  
Primary School ◽  
Legal Regulation ◽  
Educational Process ◽  
Ministry Of Education ◽  
Joint Work ◽  
School Teachers ◽  
Primary School Teachers ◽  
Social Partnership ◽  
Joint Activities ◽  
Far North

The article deals with the formation of professional readiness of future primary school teachers to ensure and implement social partnership with parents of students in the Far North. The article focuses on the relevance of the project „Nomadic school” in modern conditions, shows the trends of modernization of education, in particular, the proposals of the Ministry of education of Russia in the field of legal regulation in nomadic education. The advantages of teaching children in primary classes of nomadic school, concerning the issues of adaptation process to primary education, preservation of traditional family education, native language and national culture are substantiated. In the context of successfully carried out training of primary school teachers to work in nomadic schools of the Yamal-Nenets Autonomous District, the content of training sessions with students studying at Herzen State Pedagogical University of Russia is revealed when mastering the disciplines of the module „Social Partnership with Parents”. The author believes that the joint work of the teacher with the parents can lead the latter to change their position from an observer to an active assistant, partner of the educational process in the quality of education and upbringing of children in their nomadic places. The presented forms of work with students make it possible to increase their motivation to organize and ensure social partnership with parents, to develop certain skills related to the application of technologies of organization of joint activities with parents in the field of education of students, demonstrate its achievements in organizing a social partnership between the nomadic school and parents.

scholarly journals A CONCEPT FOR INCLUSIVE PHYSICAL EDUCATION TRAINING PROGRAM FOR FUTURE PRE-SCHOOL AND PRIMARY-SCHOOL TEACHERS

2019 ◽  
Vol 17 (2) ◽  
pp. 97-100 ◽  
Author(s):  
G. Terzieva
Keyword(s):  
Physical Education ◽  
Motor Activity ◽  
General Education ◽  
Primary School ◽  
Training Program ◽  
Primary Schools ◽  
Educational Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Positive Effects

The adoption of new normative documents in the field of education in Bulgaria determines the inclusion of children with special educational needs in general education schools. The significant and integral role which physical education plays in the educational process poses the question of the inclusion of children with impairments in motor activity training as well. Teachers implementing it contribute greatly to its positive effects. The main features of physical education include active motor activity and the related physical workload. In order for them to be adapted successfully to the specific needs of children with different disabilities, more specialized training is required. The analysis of the curricula of the faculties of education in Bulgaria shows that future pre-school and primary school teachers who will be responsible for the physical education of children in kindergartens and primary schools respectively do not receive appropriate training in adaptive physical education. The aim of this article is to present a concept for introducing a training program on "Motor Activity Training and Inclusive Physical Education", intended for students of the specialty Preschool and Primary School Education at the Faculty of Education, Thrakia University, Bulgaria

scholarly journals FORMATION OF DIGITAL AND INNOVATIVE COMPETENCIES IN FUTURE TEACHERS OF PRIMARY SCHOOL USING TECHNIQUE EBRU

2021 ◽  
pp. 201-214
Author(s):  
Oleksandra Shkurenko ◽  
Olena Sakaljuk ◽  
Serhii Stetsyk
Keyword(s):  
Primary School ◽  
Educational Process ◽  
Innovative Activity ◽  
Creative Activity ◽  
Future Teachers ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Digital Competencies ◽  
High Level

The article contains a review of modern approaches to the formation of innovative and digital competencies of future primary school teachers; the essence of the concept of "innovative competence of a teacher" is revealed; the indicators of readiness of the future primary school teacher for introduction of innovations at school are defined, the classification of levels of innovative activity of future teachers is considered. The need for innovations in the activities of future primary school teachers is justified. This will lead to qualitative changes in the educational process in educational institutions, as well as the approximation of the results of their activities to the standards of the European educational space. The authors of the article pay attention to the description of digital competence of a teacher in accordance with the Education Development Concept and the European Framework of Reference on Digital Competence. It is stressed upon the importance of introducing scientific and technological, creative and informational innovations into the pedagogical process. It is forcasted the necessity of forming of primary school teachers' professional readiness for innovative activity. Optimal conditions for future teachers to search, to select and to use digital and innovative tools in the educational process are defined. The practical lesson helps: to form the knowledge of future primary school teachers about the technique of ebru as a technology of drawing on water; ability to formulate creative ideas; to develop artistic and technical talent, technical thinking in the process of creative activity, artistic perception (sense of colour, shape, emotional expressiveness of the object); ability to apply knowledge of ebru technology when planning their own professional activities. The lesson gives an opportunity to possess polytechnic skills as to organize the workplace, to plan the work process, to carry out technological operations using ICT tools to exchange messages and to organize cooperation in solving educational, research and practical tasks. The authors searched for and implemented the formation of digital and innovative competencies of primary school teachers the technique of drawing on the water ebru. Achieving a high level of future primary school teachers formation of innovative and digital competencies is possible when there are having the following qualities: high level of creativity, creative potential of teachers; the existence of professional and motivational readiness for innovation in education; performance of a set of educational tasks aimed at increasing the creative activity of students. The method of formation of innovative and digital competencies presented in the article can be adapted to the use of other technologies and techniques, such as origami, isothread, vapplique, embroidery, etc. Finding out the levels of awareness of students about the use of water painting techniques at the beginning and at the end of the lesson allow the authors to confirm the successful achievement of the purpose and objectives of the lesson.

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