scholarly journals Pedagogical Conditions of Continuous Design-Training of Future Technology Teachers

2018 ◽  
Vol 6 (1) ◽  
pp. 12-22
Author(s):  
Svitlana Kucher
Keyword(s):  
Process Management ◽  
Personality Development ◽  
Self Regulation ◽  
Educational Process ◽  
Innovative Teaching ◽  
Professional Activities ◽  
Future Technology ◽  
Technology Teachers ◽  
Independent Design ◽  
And Control

The urgency of the scientific and pedagogical development of the pedagogical conditions of continuous students' design-training is connected with the necessity of formulating methodical features of the use of new forms and methods of teaching and control in the conditions of higher pedagogical education; systematization, streamlining and standardization of the process of independent design training of students; introduction of the principle of decentralization, democratization in the educational process management system. Based on the analysis of the research and experience of preparing the future teacher of technology, we have identified a number of conditions for continuous design training, among which the most important are the following: monitoring and correction of the level of readiness of future technology teachers to design and technological activities; technology of pedagogical assistance to the organization of continuous design training of students, based on the integration of design and rating technologies with the use of elements of personality development and innovative teaching methods; the formation of conscious self-regulation by students of their own educational and professional activities on the basis of unity of personal, artistic and technological components. Prospects for further exploration are the development of a model of a system of continuous design-training, which will take into account certain pedagogical conditions for the effectiveness of the organization of design training for future technology teachers in institutions of higher pedagogical education.

scholarly journals TRAINING FOR THE INNOVATIVE TEACHING AS A DETERMINANT OF THE PROFESSIONAL MOBILITY OF THE FUTURE TECHNOLOGY TEACHERS

2020 ◽  
Vol 2 ◽  
pp. 305
Author(s):  
Liudmyla Shevchenko
Keyword(s):  
Educational Process ◽  
Information And Communications Technology ◽  
Rapid Expansion ◽  
Technological Education ◽  
Innovative Teaching ◽  
Future Technology ◽  
Technology Teachers ◽  
Innovation Activities ◽  
Research Activities ◽  
Professional Mobility

The article deals with the professional mobility and readiness for the innovative teaching of future technology teachers as interdependent components. The purpose of the article is to study the organizational and methodological aspects of forming the professional mobility of future technology teachers in the context of preparation for innovation activities at Ukrainian Teacher Training Universities. Using the complex of theoretical and empirical research methods, the main organizational and methodical aspects of training were determined: the construction of the individual trajectory of study based on selected disciplines; the acquisition of new branches of activity; the forming of the complete conception of technological education and future innovative teaching; the introduction of innovative technologies (interactive discussions, motivational trainings, group forms of work, a problem-solving training, design and research activities, mixed learning, etc.); implementation of Information and communications technology (ICT), distance, Smart and hybrid education systems (e-learning resources, electronic educational and methodical complexes, Web services, individual and group projects based on Web quests and Blog quests); the monitoring of the readiness level for professional mobility; the strengthening of the consultative and coordinating function of teachers. The implementation of certain aspects expands the possibilities of optimizing the educational process not only at the level of formation of the readiness for professional mobility, but also at the level of the entire system of training future technology teachers to innovative teaching. It requires: creating conditions for continuous learning; the orientation of the final stages of pedagogical education to the formation of students’ academic mobility; the rapid expansion of vertical and horizontal professional mobility ranges; the forming of future technology teachers’ readiness and the ability to change the specialization, the place of work and even the profession, if necessary, or to master several specialties or training profiles at the same time. 

scholarly journals GRAPHIC COMPETENCE OF STUDENTS STUDYING AT PEDAGOGICAL UNIVERSITIES

2020 ◽  
pp. 108-117
Author(s):  
Ирина Владимировна Богомаз ◽  
Евгений Александрович Степанов ◽  
Елена Анатольевна Чабан
Keyword(s):  
Natural Science ◽  
Educational Process ◽  
Academic Disciplines ◽  
High Tech ◽  
Analytical Geometry ◽  
Normative Documents ◽  
Professional Activities ◽  
Future Technology ◽  
Technology Teachers ◽  
Graphic Literacy

Введение. Представлена актуальность формирования метапредметности, реализуемой на межпредметном содержании в системе основного общего образования и являющейся необходимой в настоящее время обществу в наукоемких производствах любого профиля. Показана необходимость формирования у современного педагога, в том числе и школьного учителя математики, физики и технологии, компетенций, относящихся к основам инженерной деятельности, обязательными из которых являются графическая культура и графическая грамотность. Цель исследования состоит в выявлении межпредметных линий между математическими, естественно-научными и техническими учебными дисциплинами, способствующих формированию у обучающихся компетенций, относящихся и к инженерной деятельности, таких как графическая культура и графическая грамотность. Материал и методы. Представлено обобщение авторами опыта преподавания ряда курсов инженерной направленности, таких как графика, инженерное проектирование, прикладная математика, техническая механика, для будущих инженеров и учителей физики и технологии. Проведен анализ нормативных документов по проблеме исследования. Результаты и обсуждение. Анализ нормативных документов, регламентирующих учебный процесс будущих учителей математики, физики и технологии, показал, что содержание теоретического материала и обсуждение прикладных аспектов данных учебных дисциплин не учитывают требования к формированию графической культуры и графической грамотности. В современных условиях повсеместного введения в школах профильных инженерных классов, помимо профессиональных компетенций педагога, учитель математического, естественно-научного и технологического циклов дисциплин обязан обладать компетенциями, относящимися и к инженерной деятельности, такими как графическая культура и графическая грамотность. Для формирования компетенций, связанных с графической грамотностью, в процесс подготовки учителей математики, физики и технологии в рамках профессионального цикла в качестве дисциплин по выбору должен быть введен модуль «Графика / Инженерное проектирование», в который входят такие учебные дисциплины, как черчение, инженерная графика, элементы аналитической геометрии, компьютерная графика. Таким образом, появится возможность создания межпредметных линий между учебными дисциплинами математического, естественнонаучного и технологического циклов дисциплин, что в свою очередь позволит в дальнейшем формировать метапредметность всего образовательного процесса будущих учителей. Заключение. Формируемая метапредметность образовательной среды для студентов педагогического университета, обучающихся по направлению подготовки 44.03.01 «Педагогическое образование» (направленность (профиль) «Математика», «Физика», «Технология»), позволит в дальнейшем учителям согласованно формировать и развивать у обучающихся школ пространственное мышление, воображение, творческие способности, наблюдательность, необходимые в их дальнейшей профессиональной деятельности. Introduction. The article presents the relevance of forming a meta-subject matter that is implemented on an intersubject content in the system of basic General education and is currently necessary for society in high-tech industries of any profile. The article shows the need for a modern school teacher of mathematics, physics and technology to develop competencies related to the basics of engineering, which are mandatory for graphic culture and graphic literacy. The purpose of research is to identify intersubject lines between mathematical, natural science and technical academic disciplines that contribute to the formation of students‘ competencies related to engineering, such as graphic culture and graphic literacy. Material and methods. The article is based on the authors generalization of the experience of teaching a number of engineering courses for future technology teachers directly related to their future professional activities. The analysis of normative documents on the research problem is carried out. Results and discussion. The analysis of normative documents regulating the educational process of future teachers of technology has shown that the content of the theoretical material, as well as the practical part of such fundamental disciplines as physics and mathematics, does not take into account the applied aspects of this direction of training students of pedagogical universities. In modern conditions of the introduction of specialized engineering classes in schools, in addition to the professional competence of the teacher, the teacher of mathematical, natural science and technological cycles of disciplines must have competencies related to engineering, such as graphic culture and graphic literacy. To form competencies related to graphic literacy, the module «Graphics / Engineering design» was introduced into the process of training technology teachers within the professional cycle as a discipline of choice, which included a block of such disciplines as drawing, engineering graphics, elements of analytical geometry, computer graphics. Thus, it became possible to create inter-subject lines between the academic disciplines of mathematical, natural science and technological cycles of disciplines, which in turn will further form the meta-subject of the entire educational process of future technology teachers. Conclusion. The formed meta-subject of the educational environment for students of pedagogical University studying in the direction of training 44.03.01 Pedagogical education, directions (profiles) of mathematics, physics, technology will allow teachers to consistently form and develop spatial thinking, imagination, creative abilities, observation of students necessary in their further professional activities.

scholarly journals METHODOLOGICAL FEATURES OF TRAINING STUDENTS IN PROFESSIONALLY ORIENTED DISCIPLINES

2020 ◽  
Vol 1 (191) ◽  
pp. 175-178
Author(s):  
Alexander Tsarenko ◽  
◽  
Irina Tsarenko ◽  
Keyword(s):  
Professional Competence ◽  
Educational Process ◽  
National Education ◽  
Professional Activities ◽  
Future Technology ◽  
Technology Teachers ◽  
Teaching Aids ◽  
National Education System ◽  
Level Of Training ◽  
Artificial Introduction

Based on the analysis of the problems of teaching students to professionally oriented disciplines, the article examines effective conditions for the training of future specialists, among which the development of skills to independently replenish and creatively apply the knowledge gained in various situations is decisive. This approach ensures a conscious attitude of the future teacher to the performance of professional duties and the acquisition of professional competence. The theoretical level of training of students in the discipline "Food Technologies" should contribute to the development of skills to practically implement knowledge in future professional activities, and the chosen methods and means of teaching should meet the modern needs of society for the professional competence of technology teachers. The generalization of research results indicates the need for transformation of the educational system by improving innovative forms, methods, technologies and teaching aids, which make it possible to increase the level of adaptation of graduates of higher educational institutions to the needs of the labor market and the requirements of employers. However, an undesirable phenomenon is the artificial introduction of new foreign forms and methods of teaching, which do not take into account the peculiarities of the national education system, in particular, without proper understanding and adaptation to the real conditions of the organization of the educational process. Problem lectures are effective methods of teaching students, because future teachers become active participants in the educational process. Effective methods of advanced education include: problematic, developmental, interactive and project technologies that are advisable to use when teaching students. These techniques, in combination with multimedia technologies, provide an appropriate level of visualization of educational material; contribute to an increase in the effectiveness of the educational process. When conducting lectures, presentation and video materials on the technological process of processing and determining the quality of food products are effective. We see prospects for further developments in the development of a methodology for the introduction of problematic, interactive and project technologies, which are advisable to use in teaching students to other professionally oriented disciplines, which will contribute to the formation of professional competence and the development of the methodological culture of future technology teachers.

scholarly journals DIAGNOSTICS OF PSYCHOLOGICAL FEATURES OF EMOTIONAL COMPETENCE OF MEDICAL STUDENTS IN THE PROCESS OF PROFESSIONAL TRAINING

2018 ◽  
pp. 34-37
Author(s):  
O. Lazurenko
Keyword(s):  
Medical Students ◽  
Professional Training ◽  
Social Cognitive ◽  
Emotional Competence ◽  
Educational Process ◽  
General Description ◽  
Control Groups ◽  
Professional Activities ◽  
The Future ◽  
And Control

The model and the logic of empirical research are determined. The experimental study of emotional competence is presented. A general description of the subjects is systematized. The results of the ascertaining experiment are presented. The author conducted her research in several directions. This approach allowed the researcher to present the quantitative characteristics of emotional intelligence on all scales and subscales in details. On this basis, the author makes a detailed qualitative analysis of the manifestation of the studied ability in future doctors. Besides, after conduction of the research, the author makes conclusion that students' ability to understand and manage other people's emotions and the ability to understand their own emotions and manage them are not formed enough. And these make impossible the success of the future professional activities of a doctor. The author makes conclusion that the development of emotional competence of students of medical universities can be formed by introducing special courses, educational and developmental training programs into the educational process. The correlation analysis allowed the author to empirically confirm the correct determination of the content of the basic components of the future doctor’s emotional competence. Besides, it is proved that the parameters of the social, cognitive, regulatory, empathic components of emotional competence significantly correlate with each other. The received results confirmed that during first year medical students of the experimental and control groups have the same positions of the level of development of emotional competence. And any significant statistical differences in its manifestation were not found among students of the experimental and control groups. Moreover, the received results at ascertaining stage of the study showed the insufficient level of development of the components of emotional competence among students of medical faculty. This led to the creation of a program for the formation of the emotional competence of a future doctor in the process of training in a higher medical school

scholarly journals The Formation of Professional Thinking for Future Technology Teachers

2019 ◽  
pp. 25-39
Author(s):  
Anatolii Brekhunets
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Professional Activity ◽  
Future Technology ◽  
Technology Teachers ◽  
The Future ◽  
Technology Teacher ◽  
Industrial Level ◽  
High Level

The article discusses the problem of the formation of the future Technology teachers’ professional thinking. The concept of «professional thinking of the Technology teacher» is clarified, which is considered as the features of the teacher’s thinking, letting him/her perform professional and pedagogical tasks successfully at a high level of mastery: quickly, accurately solve both the ordinary and extraordinary tasks of teaching and upbringing students in an original way. It has been established that the professional training of Technology teachers is a multi-faceted and time-consuming process. On the one hand, the student must master various work operations and technological processes at the industrial level or close to it, and on the other hand it must have general pedagogical knowledge and methods of their sharing. The peculiarities of the formation of the future Technology teachers’ professional thinking are determined by their activity specifics, which is defined by the goals, tasks, content, external and internal conditions, means, difficulties, features of the mental processes occurrence, motivation displays, the state of a person and a team towards the implementation of management and guidance. That is why the formation of the Technology teachers’ professional thinking should be carried out in an integral system of educational process at a pedagogical institution of higher education, and the methods of teaching students technologies to solve pedagogical tasks should be widely used at training sessions and pedagogical practices, contributing to the professional thinking formation. Moreover the research proves the necessity of wider informational technologies elements’ application with the use of computerized and audio-visual complexes as leading means and a leader, which allow synthesizing the intellectual components of professional thinking and activating its structural components development. The benefit of the article is the defined conditions for the formation of the future Technology teachers professional thinking, they are: a motivation, new means of mastering professional activity, a mental activity intensification, the scientifically substantiated selection of educational material, students’ age possibilities and individual peculiarities. As a result, the article reveals the need to include the material that reflects the specifics of the future Technology teachers professional thinking formation to the content of their subject and psychological and pedagogical training, as well as to combine individual and collective forms of students' work in the process of forming a professional thinking and to carry out a step-by-step control and correction of the future Technology teacher professional thinking formation.

scholarly journals ПРОФЕСІЙНА СПРЯМОВАНІСТЬ НАВЧАННЯ СУЧАСНИХ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ МАЙБУТНІХ БАКАЛАВРІВ ТЕХНОЛОГІЧНОЇ ОСВІТИ

2018 ◽  
Vol 67 (5) ◽  
pp. 94
Author(s):  
Oleksandr M. Korets
Keyword(s):  
Information Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Academic Disciplines ◽  
Computer Design ◽  
Future Technology ◽  
Technology Teachers ◽  
Problem Situations ◽  
Modern Information ◽  
Control Knowledge

The article focuses on the professional orientation in studies of modern information technologies by future technology teachers. The main positions of formatting the content of the program of this discipline are outlined, as well as demonstrated the ways of possible use of information resources for studying technical and technological disciplines. As an example of a professional direction, the problem of developing teaching programs on technical and technological disciplines, which realize the ability to control knowledge of students, the implementation of complicated technical calculations, assessment of student knowledge for reporting, as well as the implementation of virtual laboratory work in the format of simulation is presented. In the process of developing educational programs, psychological requirements to them have been taken into account, the essence of which is the formation of a holistic image of the solvable problem, step-by-step solving the programmed problem situations, strengthening semantic, logical and spatial activity, which makes it possible to shift the emphasis in the learning process from finding the necessary information to conducting own research. The monitoring of the effectiveness of the introduction of the professionally directed content of the course "Modern Information Technologies" into the educational process has been carried out according to the following criteria: cognitive, motivational, activity, value-reflexive. The positive dynamics of qualitative indicators (with high and sufficient level) of the formation of technical competence of technology teachers in experimental groups were traced. For grounded students’ acquaintance with modern information technologies, it is proposed to include an autonomous course "Computer Design and Modeling" in the cycle of selective academic disciplines for professional training of technology teachers, which has summarizing and generalizing functions in the context of modern information technologies.

scholarly journals CRITERIA AND INDICATORS OF FORMATION OF FUTURE MATHEMATICS TEACHERS’ INFORMATION COMPETENCE

2021 ◽  
pp. 31-40
Author(s):  
Олена Бурцева
Keyword(s):  
Mathematics Teachers ◽  
Personality Development ◽  
Educational Institution ◽  
Developed Countries ◽  
Economic Benefits ◽  
Educational Process ◽  
Criteria And Indicators ◽  
Professional Activities ◽  
Common Trend ◽  
Key Competencies

The article reveals the problem of determining the criteria and indicators of the formation of future mathematics teachers' information competence. The significance of the competence approach in the educational process has been revealed and the structure, components, levels, indicators of future mathematics teachers' information competence have been characterized. It was found that the basis of the competence approach to the formation of future mathematics teachers' information competence is the desire to implement two main tasks: education should form in future mathematics teachers the qualities necessary for the implementation of professional activities; criteria and parameters for evaluating the results of modern education should be unified and expressed in terms and results that can be interpreted and taken into account in any educational institution of any country. An approach based on human development, or personality development, offers a more open framework for promoting the students' holistic development by expanding all choices to achieve what they value most, not just the economic benefits of education. Information competence, under these conditions, appears as a proven ability of an individual to use information technology for guaranteed mastery and delivery of information in order to meet their own individual needs and meet societal requirements for the formation of general and professionally specialized human competencies. Competence approach to training in many countries is implemented at the level of national educational standards. Analysis of cultural features and specifics of economic development of the vast majority of developed countries leads to the recognition of a common trend in the vocational education system: purposeful transition to professional standards based on performance and systematic description of qualifications in terms of professional and key competencies.

scholarly journals On the issue of forming personal competencies of future legal psychologists

2017 ◽  
Vol 7 (4) ◽  
pp. 92-105
Author(s):  
A.V. Degtyarev ◽  
D.I. Degtyareva
Keyword(s):  
Emotional Intelligence ◽  
Personality Development ◽  
Individual Characteristics ◽  
Mental Development ◽  
Educational Process ◽  
Professional Activities ◽  
General Terms ◽  
The Future ◽  
Personal Qualities ◽  
Personal Competencies

The article deals with the problem of personality development of a student-psychologist within the framework of a competence approach. The competence approach, in general terms, is based on the notion that a student must master a certain set of special competencies that include the knowledge, skills, skills and personal qualities necessary for further professional activities. In other words, in the process of training, the future specialist must master a unique set of professional and personal competencies, corresponding to his individual characteristics. However, most often in the educational process, the emphasis is not on developing the necessary personal qualities (competences). Relying on the main provisions of cultural and historical psychology, which most consistently formulated by V.V. Davydov, in particular, that the intellect and emotions should be in internal unity, and that the universal moments of the person's mental development are his education and upbringing, in this work a model is proposed for the development of the personal competencies of a psychologist student, which includes three elements: psychological Border of personality, emotional intelligence and self-relationship.

Estimation and Control of the Development of Electronic Resources in Russia

2019 ◽  
pp. 2165-2178
Author(s):  
Marina Vajndorf-Sysoeva ◽  
Tatiana Grjaznova
Keyword(s):  
Learning Environment ◽  
Common Ground ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Educational Resources ◽  
Joint Research ◽  
Professional Activities ◽  
Estimation And Control ◽  
And Control

In this chapter methods of virtual estimation and control of the development of electronic educational resources for teachers in Russian Federation are explained. To implement the training of a modern teacher into the modern professional activities the concept of using virtual learning environment has been developed. All training materials should be stored in one place where a student can refer to them, with comments and recommendations, and in the amount that is possible to study on the subject or topic. Authors' joint research, search and demonstrate some of new opportunities for effective educational process which allows us to find common ground with the virtual learning environment and create our own unique electronic educational resources.

Interaction of lecturers and students at university and outcome of educational activity

2019 ◽  
pp. 7-12
Author(s):  
Lyudmila Makarova
Keyword(s):  
Online Courses ◽  
Self Regulation ◽  
Educational Process ◽  
Educational Activity ◽  
Diagnostic Tools ◽  
Full Time ◽  
State University ◽  
Complete Replacement ◽  
Professional Activities ◽  
The Impact

We present the results of an empirical study on the identification and analysis of the opinions of students and lecturers of Tambov State University named after G.R. Derzhavin on the impact of their relations system on the effectiveness of joint educational activities. The relevance of the study is justified by the need to identify the importance of personal contacts for the subjects of the educational process in the context of the proposed complete replacement of full-time lectures on online courses. The research program included two blocks: the identification of the positions of lecturers and students in the interaction, which reflect the features of the existing system of education at the university; the study and analysis of the impact of existing interaction on the at-titude of students to educational and professional activities. The factors preventing the transition of lecturers to the organization of the educational process on the basis of the ideas of personality-oriented learning are revealed. The importance and necessity of using students’ opinions and graphic works (projective techniques) as diagnostic tools are substantiated. A comparative analysis of the main causes of students’ dissatisfaction with the existing interaction with lecturers (data of 2000 and 2018) is presented. The importance of lecturer’s reflexive activity in the context of self-regulation of his style of professional and pedagogical activity is revealed.

Sign in / Sign up

Export Citation Format

Share Document