scholarly journals LEADING TRENDS OF TRAINING OF TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE (MID-50S OF THE XX CENTURY)

2020 ◽  
pp. 16-21
Author(s):  
Pasichnyk L.V.
Keyword(s):  
Twentieth Century ◽  
Extracurricular Activities ◽  
Career Guidance ◽  
Well Being ◽  
Practical Experience ◽  
Educational Process ◽  
Practical Training ◽  
Highly Qualified ◽  
Future Teachers ◽  
Language And Literature

У статті констатоване виключне значення надбань української вищої педагогічної школи для підго-товки сучасного вчителя, зокрема української мови та літератури. Констатовано, що проблема підго-товки вчителів української мови і літератури масштабно представлена у вітчизняному педагогічному дискурсі, втім ці роботи переважно спрямовані на вивчення та узагальнення досвіду підготовки май-бутніх учителів української мови і літератури шляхом формування та/чи розвитку у них відповідних професійних/фахових компетентностей.З огляду на праці вітчизняних учених та документальні джерела нормативно-правового характеру здійснено спробу узагальнення практичного досвіду діяльності закладів педагогічної освіти у 50-тірр. ХХст . Вибраний часовий проміжок (середина 50-хрр. ХХст.), на думку автора, характеризується фор-муванням низки освітніх тенденцій, які мали визначальне значення для розвитку вищої педагогічної освіти в аспекті підготовки вчителя української мови та літератури. Виявлені тенденції оцінені як нега-тивні та позитивні.До негативних тенденцій минулого віднесено тотальну ідеологізацію освітнього процесу, жорсткий контроль за навчанням та ідейним вихованням студентства; нехтування українським культурним над-банням. Проте відзначено, що загалом у педагогічній освіті формувалися і позитивні тенденції, серед яких:увага до профорієнтаційної роботи із залученням молоді до педагогічних закладів освіти; бороть-ба за студентський контингент (хоча засоби цієї боротьби були відповідні часу); посилення уваги до практичної підготовки майбутнього вчителя та формування його готовності до позашкільної роботи із вибраної спеціалізації; уважне ставлення до методичного забезпечення освітнього процесу та праг-нення залучити до нього кращих викладачів. І, безсумнівно, позитивною була турбота держави про матеріальний добробут студентства, його харчування та медичне обслуговування тощо. Автором під-креслено, що позитивні тенденції мали загальний характер, підготовка висококваліфікованих учителів української мови та літератури в Україні середини 50-х рр. ХХст. не входила до пріоритетних завдань радянської системи вищої педагогічної освіти. The article states the exceptional importance of the achievements of the Ukrainian higher pedagogical school for the training of modern teachers, in particular the Ukrainian language and literature. It is stated that the problem of training teachers of Ukrainian language and literature is widely represented in the domestic pedagogical discourse, but these works are mainly aimed at studying and generalizing the experience of training future teachers of Ukrainian language and literature by forming and/or developing relevant professional/professional competencies.Given the work of domestic scientists and documentary sources of normative and legal nature, an attempt was made to generalize the practical experience of pedagogical education institutions in the 50s of the twentieth century. The chosen time period (mid-50s of the twentieth century), according to the author, is characterized by the formation of a number of educational trends that were crucial for the development of higher pedagogical education in terms of teacher training in Ukrainian language and literature. The identified trends are assessed as negative and positive.The negative tendencies of the past include the total ideologization of the educational process, strict control over education and ideological education of students; neglect of Ukrainian cultural heritage. However, it was noted that in general in pedagogical education positive tendencies were formed, among which: attention to career guidance work with the involvement of young people in pedagogical educational institutions; struggle for the student contingent (although the means of this struggle were appropriate to the time); strengthening attention to the practical training of future teachers and the formation of his readiness for extracurricular activities in the chosen specialization; attentive attitude to the methodological support of the educational process and the desire to attract the best teachers. And, of course, the state’s concern for the material well-being of students, their food and medical care, etc., was positive. The author emphasizes that the positive trends were general in nature, the training of highly qualified teachers of Ukrainian language and literature in Ukraine in the mid-50s of the twentieth century was not one of the priorities of the Soviet system of higher pedagogical education.

The Training of the Fufure Teachers of Ukrainian Language and Literature by Means of Interactive Studying Techniques

2020 ◽  
pp. 248-269
Author(s):  
Tetiana Rybchenko Keser
Keyword(s):  
Higher Education ◽  
Interactive Learning ◽  
Educational Institution ◽  
Learning Technologies ◽  
Educational Process ◽  
Project Work ◽  
Future Teachers ◽  
Learning Methods ◽  
Main Research ◽  
Language And Literature

The article focuses on the theoretical and methodological aspects of the use of interactive learning and its advantages over traditional learning. The use of interactive learning in both secondary and higher education is analyzed. The research goal is to theoretically substantiate and highlight the introduction of methods of the model of training future Ukrainian language and literature teachers by means of interactive learning technologies, as well as to determine the factors of their choice. The main research methods used were analysis, generalization and modeling, observation, synthesis, systematization. The results of the conducted research allowed the author to reveal the qualities that a future teacher of Ukrainian language and literature should possess; to describe some pedagogical problems of training the future teachers of Ukrainian language and literature by means of interactive learning technologies.The benefit of this study is the defined content of interactive learning, which is believed to be a specially organized comfortable mutual learning of participants of the educational process as equal its subjects, which provides for their continuous active interaction, during which each of the students realizes and reflects all its knowledge and actions, feels successful and intellectually capable. The author identified such interactive learning methods of the model of training future teachers of Ukrainian language and literature in higher education institutions as: trainings, educational discussions; game technologies; interactive lectures: problem lectures, lecture-visualization, binary lecture, lecture-press conference, round table, cases, brainstorming. Moreover, the most used interactive learning methods of training future teachers of Ukrainian language and literature in universities are given and theoretically grounded; they are training, discussion, role playimg, method of «Spoiled phone», method of «remote project work Minecraft», «Сourt hearing», «Augmented reality», use of presentations. The author highlights their introduction into the work of the National Pedagogical Dragomanov University, states the positive aspects of interactive learning compared to classical one, determines seven factors for the choice of methods. As a result the author makes a conclusion that the use of interactive technologies not only contributes to the creation of an atmosphere of cooperation and mutual understanding in the educational institution, but also implements the basic principles of personality-oriented learning.

scholarly journals INTERDISCIPLINARY INTEGRATION IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE: LEVELS AND WAYS OF REALIZATION

2021 ◽  
Vol 1 (194) ◽  
pp. 33-37
Author(s):  
Olha Lilik ◽  
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Educational Work ◽  
Third Way ◽  
Research Activities ◽  
Wide Range ◽  
Language And Literature ◽  
Interdisciplinary Integration

The author of article analyzes the peculiarities of the professional training of future teachers of Ukrainian language and literature on the base of interdisciplinary integration. Lilik O. O. explores the problem of the definition of integration in scientific literature, she describes different levels and ways of interdisciplinary integration in vocation training. The author of the article considers interdisciplinary integration within the framework of professional training of future teachers of Ukrainian language and literature at three levels, namely: as integration of content (level of separate disciplines (historical-literary and theoretical-literary, as well as pedagogical and methodical) and educational material); as an integration of methods of activity (ability and skills to operate with material during training, as well as further professional activity); as an integration of values ​​and worldviews (the level of personal and professional worldview of students), the result of which are formed general and professional competencies. The first way is interdisciplinary integration within the classroom (lectures, practical, and laboratory). The second way is integration within the independent work of students. The third way for interdisciplinary integration is the research activities of students, including the writing of term papers and qualifications, which can be performed at the intersection of several scientific and educational disciplines. The fourth way of implementing interdisciplinary integration is the students’ participation in additional forms of organization of the educational process - special seminars, trainings, workshops, master classes, round tables, which can be held within grant activities or be a form of self-education of future vocabulary teachers. The fifth way is educational work at the faculty or the university in general, which involves the organization of various activities. On the basis of the conducted researches Lilik O. О. comes to the conclusion that interdisciplinary integration can be a catalyst for the educational process in higher education, provide comprehensive and thorough training of future teachers of Ukrainian language and literature for professional activities, as it covers a wide range of issues: from theoretical knowledge and practical skills to their personal and professional worldview.

Adaptation of the assessment system of the Olympiad to secondary vocational education

2021 ◽  
Vol 2 (4) ◽  
pp. 465-467
Author(s):  
I. N. Nosyreva
Keyword(s):  
Vocational Education ◽  
Practical Experience ◽  
Educational Process ◽  
Assessment System ◽  
Federal State ◽  
Highly Qualified ◽  
Structural Units ◽  
Secondary Vocational Education ◽  
Railway Industry ◽  
State Educational

The main tasks of the Olympiad of diploma projects of the Federal Agency for Railway Transport are to improve the quality of training, develop the creative abilities of students, increase the interest of students and teachers in the development and improvement of the railway industry, and form highly qualified human resources. The practice of participation of branches (structural units) of secondary vocational education of the Irkutsk State Transport University shows that not all indicators can be achieved.The educational process in secondary vocational education is focused on preparing for practical activities in production. In accordance with federal state educational standards for secondary vocational education programs, a student must master general and professional competencies, acquire certain knowledge, skills and practical experience. It is proposed to make a number of changes in the system of evaluating the Olympiad of diploma projects in terms of criteria. The assessment system of the Olympiad must be adapted taking into account the possibilities of secondary vocational education to stimulate the participation of structural units in their conduct.

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 ON THE QUESTION OF THE FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE CORRECTIONAL TEACHERS IN THE PROCESS OF PRODUCTION PRACTICE

2021 ◽  
pp. 9-20
Author(s):  
Милена Аванесовна Акопова ◽  
Инна Васильевна Плюснина
Keyword(s):  
Vocational Education ◽  
Educational Process ◽  
Professional Competencies ◽  
Professional Activity ◽  
Control Group ◽  
Practical Implementation ◽  
Practical Training ◽  
Future Teachers ◽  
Additional Training ◽  
Training Modules

Введение новых федеральных государственных образовательных стандартов среднего профессионального образования требует определенных изменений в организации образовательного процесса, в частности его большей практикоориентированности. Современная педагогическая практика остается фактически единственно доступным вариантом получения первичного опыта будущих педагогов. Между тем, несмотря на всю их значимость, многие исследователи отмечают пробелы в ее организации, что сказывается и на уровне развития профессиональных компетенций выпускников. Целью представленного исследования является изучение особенностей развития профессиональных компетенций будущих учителей начальных классов и начальных классов КРО в процессе прохождения производственной педагогической практики. В качестве материалов изучения были использованы работы, посвященные рассмотрению вопросов производственной педагогической практики в различных образовательных учреждениях, а также результаты экспериментального исследования на основе модульных технологий. Представлены данные психолого-педагогического исследования по развитию профессиональных компетенций студентов-педагогов, в основу которого положена разработка дополнительных учебных модулей, ориентированных на самостоятельную практическую работу студентов, в частности в рамках практической подготовки. Методами исследования, помимо теоретического анализа, выступили психолого-педагогический эксперимент, анкетирование, методы статистической (количественной) и качественной обработки данных. Описаны результаты диагностики ожидаемого и субъективного роста уровня развития профессиональных компетенций по результатам прохождения производственной практики. The problem of improving the quality of training of future teachers remains relevant, despite numerous reforms in the field of vocational education. Employers, when assessing the competencies of graduates of pedagogical colleges and universities, note the lack of practical training. The graduates themselves note the difficulties in solving many practical issues that arise in the first days of their professional activity. The introduction of new federal state educational standards for secondary vocational education requires changes in the practiceoriented educational process. Modern pedagogical practice remains in fact the only available option for obtaining the primary experience of future teachers. However, many researchers note gaps in the organization of practical training of students. This affects the level of development of professional competencies of graduates. The data of the psychological and pedagogical research on the development of professional competencies of students-teachers are presented in the article. Our research is based on the idea of developing additional training modules aimed at independent practical work of students. Additional training modules offered to students included theoretical information, independent work aimed at creating a methodological development and its practical implementation. During the implementation of the experimental study, the authors diagnosed the expected and subjective increase in the level of development of professional competencies (based on the results of practical training). The results showed that the students who entered the experimental group and performed additional tasks in the course of practice in the studied modules had a slightly higher subjective assessment of the increase in the level of development of professional competencies after the internship than the students of the control group. Further research on these issues will provide more accurate data.

scholarly journals PRACTICAL PREPARATION OF FUTURE TEACHERS WITH THE HELP OF EDUCATIONAL TRAINING IN PEDAGOGICAL CONFLICTOLOGY

2019 ◽  
pp. 20-25
Author(s):  
N. Koshechko
Keyword(s):  
High School ◽  
Healthy Lifestyle ◽  
Personal Information ◽  
Learning Technologies ◽  
Educational Process ◽  
Educational Institutions ◽  
Practical Training ◽  
Future Teachers ◽  
Educational Training ◽  
Historical Aspect

The article analyzes actual ideas on the problem of practical training of future teachers. Special emphasis is put on modern student learning technologies. Exclusive attention is paid to the educational training on pedagogical conflictology. The contents, historical aspect, principles, stages, specifics, exercises and techniques of educational training in high school are considered in detail. Presenting main material is to date, there is no generally accepted definition of the concept of "educational training", which leads to its broad interpretation and the designation of this term of various forms, technologies and means used in the educational process of educational institutions. Educational training is characterized by a clear focus on the transfer and provision of personal information in order to form its healthy lifestyle, prevent harmful habits, destructive behavior, vocational guidance, adaptation to society. The educational training is a modern effective tool for the activity of a teacher in a high school, the mastery of which greatly enhances the quality of mastering not only the discipline "Pedagogical conflictology", other training courses, but also the general professional and personal competence and productivity of students for account of saving time, resources, creative perspectives. Also, it should be noted that such a complex phenomenon of educational life as a pedagogical conflict requires a specific comprehensive methodology for its prevention and overcoming. It consists of combining methods, technologies and techniques of individual psychological counseling (for more effective resolution of intrapersonal conflicts) with training technologies (for optimal resolution of interpersonal conflicts). Due to this approach, it is possible to achieve certain positive changes and transformations in the consciousness and behavior of students, to ensure their effective practical training as future teachers of educational institutions.

scholarly journals Upbringing of Student Teachers in Extracurricular Activities in the Context of Distance Learning

2021 ◽  
Vol 16 (08) ◽  
pp. 61
Author(s):  
Roman Sergeevich Nagovitsyn ◽  
Roza Alekseevna Valeeva ◽  
Aleksander Yurievich Osipov ◽  
Mikhail Dmitrievich Kudryavtsev ◽  
Larisa Vyacheslavovna Zakharova
Keyword(s):  
Student Teachers ◽  
Extracurricular Activities ◽  
Undergraduate Students ◽  
Professional Training ◽  
Educational Process ◽  
Practical Significance ◽  
Full Time ◽  
Future Teachers ◽  
Negative Effect ◽  
Positive Effect

The introduction of distance technologies is necessary in the professional training of students, despite various assessments of its effectiveness. Hence the purpose of the study: to develop an upbringing system for students in a distance format and experimentally prove its impact on the main directions of upbringing of future teachers, in comparison with extracurricular activities in full-time mode. 156 undergraduate students took part in the experiment. Experimental research is the author's paradigm for the formation of youth upbringing in extracurricular activities, which includes six synergistically interrelated areas. The upbringing student system developed in the study was tested in two formats of implementation: in full-time format at the first stage of the study and in distance format in the second half of the study. The statistical data obtained during the study confirm the effectiveness of the implementation of extracurricular activities for the formation of the upbringing of future teachers only in full-time format. The introduction of distance technologies in the implementation of upbringing extracurricular activities does not have a positive effect on students, but in some areas has an opposite negative effect. The practical significance of the study is determined by the introduction of a self-analysis and monitoring system into the educational process through the use of Facebook and VKontakte social networks.

scholarly journals Features of postgraduate pedagogical education in Bukovina (physical education) of the first half of the twentieth century

2019 ◽  
pp. 113-117
Author(s):  
O. Tsibanyuk ◽  
Yu. Kurnyshev
Keyword(s):  
Twentieth Century ◽  
Physical Education ◽  
Extracurricular Activities ◽  
Military Training ◽  
Professional Staff ◽  
Highly Qualified ◽  
Qualified Personnel ◽  
The Status ◽  
Literature History ◽  
General Physical

Features of postgraduate pedagogical education of Bukovina in the field of physical education of the first half of the twentieth century. The need for highly qualified personnel both for the education system and for public organizations of the physical and sports orientation operating on the territory of the region became formed. In addition, a powerful system of legislative regulation for the training of specialists in the field of physical culture and sports, including gymnastics teachers, was created. Community societies that have worked productively in the region also needed professional staff. It was their lack that forced public activists to organize various forms of training of gymnastics teachers, general physical training instructors, fire-sich. In the capital of the region systematically held "gymnastics-fire" courses, in the popularization of which actively participated Bukovina press. But unification of all forms of professional development into a single state system, registration of the institution concerned and systematic activity became possible only in the 1940s. The author distinguishes forms of advanced training of the studied period: studying of advanced pedagogical experience, attending lessons, methodical recommendations, competitions, sports competitions. In the early 50's of the twentieth century. considerable attention was paid to physical education and military training: systematic Olympiads, competitions and expeditions, various sports competitions, military sports games, etc. were systematically conducted. In order to study the status of teaching subjects, Methodists of the Institute, along with lessons in Ukrainian language and literature, history, mathematics and geography, chemistry and biology, attended lessons and extracurricular activities in military training in 4 schools, physical education ‒ in 4 institutions, music ‒ in 4 institutions, music educational institutions.

scholarly journals Diagnostics of the readiness for self-improvement of the future teacher in the conditions of COVID-19

2021 ◽  
Vol 14 (33) ◽  
pp. e16589
Author(s):  
Valentyna Bilyk ◽  
Artem Tkachov ◽  
Ivanna Tkach
Keyword(s):  
Spiritual Development ◽  
Professional Training ◽  
Well Being ◽  
Educational Process ◽  
Future Teacher ◽  
Theoretical Research ◽  
Professional Activity ◽  
Future Teachers ◽  
The Future ◽  
Professional Self

The society's need for competitive specialists capable of solving urgent issues requires focusing efforts on solving the most pressing problems in education in today's pandemic conditions. The psychological and pedagogical literature has repeatedly emphasized the need for self-improvement as a component of self-education of a person in general and a teacher in particular. One of the most important factors in the success of further professional activity is the formation of students' readiness for professional self-improvement. The issues of training future teachers remain topical, because both the intellectual, moral and spiritual development of children and youth, the socio-economic well-being of the country depend on their activities. Since the attention of specialists is focused on the personal potential of a person, the urgent is the problem of the formation of future teachers' readiness for self-improvement in the process of individualization of professional training pedagogical science. For this, the methods of theoretical research of profile sources were used, and also theoretical and ascertaining experiments were carried out. It is proved that the training of a future teacher  should be focused on the personality, the recognition of a person as the highest value in society, and providing conditions for personal self-improvement of the future teacher is one of the priority areas in the educational process of the university

Modern tasks upbringing teenagers and young people in a socio-cultural context

2020 ◽  
Vol 89-90 (4-5) ◽  
pp. 116-126
Author(s):  
Svyatoslav Olenev ◽  
◽  
Konstantin Skvortsov ◽  
Zhang Ying ◽  
◽  
...  
Keyword(s):  
Young People ◽  
Personal Growth ◽  
Cultural Context ◽  
Career Guidance ◽  
Cultural Practices ◽  
Educational Practice ◽  
Practical Experience ◽  
Educational Process ◽  
Self Determination ◽  
Educational Work

The article deals with modern problems of improving educational work with modern Russian teenagers and young people who are experiencing negative effects of the consequences of long-term social instability and the loss of social guidelines for spiritual and moral development. The purpose of the article is to determine the current and modern directions of educational work with adolescents and young people. Research methods are analysis of sources, analysis and generalization of modern practical experience of pedagogical and socio-pedagogical activities, including the experience of the authors themselves. The authors identify the main characteristic features of modern socio-cultural problems of education of adolescents and young people, causing the need to change the strategy of educational activities. These problems are rooted in the absence of a coherent national idea supported by society, without which the constructive theses of the "Fundamentals of the state youth policy of the Russian Federation for the period up to 2025" are poorly integrated into educational practice. The authors prove the significance of the problem of social and civic passivity, the lack of psychological and pedagogical support for personal self-determination in society, spontaneous cultural practices of adolescents and young people, and the decrease in their motivation for socially significant goals, priorities of professional and personal growth. The article determines significance of shifting existing decisions and initiatives about the career guidance into a practice-oriented, rather than formal. The authors provide some factual information about the insufficiently high level of communicative culture of many teachers, which hinders effective educational work with adolescents and youth, often causing conflicts and provoking a nihilistic attitude of adolescents and youth to the directed educational process. The authors prove the need to abandon the formal attitude of the pedagogical community to educational work, the importance of correcting the priorities of education, applying new ideological incentives, creating a system of psychological and pedagogical support for self-determination and strengthening the aesthetic education of adolescents and young people. The authors render the need to create a fundamentally new psychovaleological direction of educational work with adolescents and young people in the pedagogical process of educational institutions and in a broad socio-pedagogical context.

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