CONTENTS OF PREPARATION OF FUTURE TEACHERS OF PEDAGOGY FOR TEACHING THE COURSE “THEORY AND METHODS OF EDUCATION”

2021 ◽  
pp. 93-97
Author(s):  
Fizeshi O.Yo.
Keyword(s):  
Primary School ◽  
Teaching Methods ◽  
Professional Education ◽  
Master's Degree ◽  
Primary School Teacher ◽  
Practical Skills ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Master’S Degree

The article reveals the content and significance of the course “Theory and methods of education” in the system of training future primary school teachers at the bachelor’s level and features of preparation of students studying for a master’s degree (future teachers of pedagogy) for teaching this discipline.Purpose is: to generalize the features of training future teachers of pedagogy to teach the course “Theory and methods of education” in the system of professional education of future primary school teachers.Methods are: the method of theoretical analysis of normative educational documents and educational-methodical literature on methods of teaching pedagogy in institutions of higher pedagogical education; the method of generalization, systematization to formulate the conclusions of scientific research.Results are: the main attention of the publication is focused on theoretical and practical aspects of mastering by future primary school teachers the content of the discipline “Theory and methods of education”, formation on its basis of competencies for the implementation of pedagogical activities in a modern primary school. An important condition for the effective assimilation of the content of the course is the comprehensive training of future teachers of pedagogy in the master’s program. In particular, it is important in this context to study the methods of teaching the section of pedagogy “Theory and methods of education”, which includes acquaintance of future teachers of pedagogy with the main purposes and tasks of a course, its structure, features of construction of the working program on discipline, the list of sections and subjects, which are recommended for study by future primary school teachers. It is also important to master the most rational forms and methods of classroom organization (lectures, seminars, micro-teaching, modeling of pedagogical situations, etc.) and extracurricular (pedagogical observation of the real pedagogical process in primary school, acquaintance with pedagogical and methodical literature, study of advanced pedagogical experience, etc.) of students’ work. Factors of effective preparation of future teachers of pedagogy for teaching the course “Theory and methods of education” in the system of training future teachers of primary school are: organizational and methodological preparation of future teachers of pedagogy for teaching “Theory and methods of education”, directing the content of teaching methods to the formation of a system of theoretical knowledge on the theory and methods of education and practical skills and abilities to apply them in teaching, development of professional competence through the use of interactive teaching methods, organization of reflective activities of students studying for a master’s degree in the process and results of their own teaching activities during the internship.Conclusionsare: preparation of future teachers of pedagogy for teaching the discipline “Theory and methods of education” is a systematic and complex activity, which is aimed at forming a teacher’s personality with a high level of scientific knowledge, ability to creatively rethink educational material, practical skills for teaching educational material.Key words: theory and methods of education, methods of teaching, primary school teacher, teacher of pedagogy.

Organization of teaching practice of future primary school teachers in the context of dual training system

2018 ◽  
Vol 32 (5) ◽  
pp. 942-954
Author(s):  
Natalia Khan ◽  
Aigul Syzdykbayeva ◽  
Fariza Kinzhibaeva ◽  
Gulmira Demesheva ◽  
Oryngul Abilova
Keyword(s):  
Primary School ◽  
Professional Education ◽  
Teaching Practice ◽  
School Teacher ◽  
Training System ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type ◽  
Teachers Training

PurposeThe purpose of this paper is to bare the peculiarities and challenges of the dual training (DT) of the future primary school teachers in the Republic of Kazakhstan. The above-mentioned problem is quite urgent, as the system of VET and DT is a rather new experience for Kazakhstani system of higher education. Thereby, the paper makes an effort to demonstrate the forms of organization of DT at teachers’ training university.Design/methodology/approachThe instruments for gathering information (data) for this study were various primary school teachers’ training curricula adopted by Kazakh State Women’s Teacher Training University; in particular, curricula of teaching practice. Various types of teaching practice during the entire learning period are provided by the state educational standards of higher professional education. Therefore, the research utilized a retrospective analysis that allows identifying the nature and specifics of the primary school teachers’ training curricula.FindingsThe paper points out the necessity to strengthen practical orientation of future primary school teacher through the synthesis of academic and educational processes (in school). It also presents the differences between the organization of teaching practice based on traditional and dual approach.Originality/valueThe authors suggest project curriculum of continuous teaching practice during the entire learning process on the example of the specialty 5B010200 Pedagogy and methodology of primary education in the context of DT and some results of its implementation.

scholarly journals JOINT LESSON DESIGN IN METHODOLOGICAL TRAINING OF FUTURE ELEMENTARY SCHOOL TEACHERS

2021 ◽  
pp. 40-48
Author(s):  
Олеся Евгеньевна Рыбина
Keyword(s):  
Primary School ◽  
Collaborative Design ◽  
Professional Training ◽  
Russian Language ◽  
Primary School Teacher ◽  
Future Teachers ◽  
Lesson Design ◽  
School Teachers ◽  
Primary School Teachers ◽  
Joint Design

Организация профессиональной подготовки студентов в вузе ориентирована на социальные запросы общества и обусловлена теми требованиями, которые предъявляются к учителю начальных классов. В рамках профессиональной подготовки акцент делается на ее методическую составляющую, в основе которой – вовлечение будущего учителя в процесс построения собственного образования, осознанное отношение к овладению профессией. Целью исследования является рассмотрение такого способа вовлечения будущих учителей начальных классов в процесс собственной методической подготовки, как совместное проектирование урока. В качестве материалов изучения были использованы работы, посвященные рассмотрению вопросов организации профессиональной подготовки будущих учителей и их дальнейшей профессиональной деятельности. На базе Алтайского государственного педагогического университета был проведен опрос студентов «Моя методическая подготовка», который позволил определить понимание будущими учителями начальных классов собственной подготовки и своей роли в ней. Результаты анализа проведенного опроса показали, что наибольшую значимость студенты придают разработке уроков, при этом для них важно быть включенными в эту деятельность, а не просто получить методическую информацию. На основе полученных данных, а также с учетом специфики организации совместной деятельности в процессе методической подготовки будущих учителей начальных классов были разработаны и реализованы различные варианты совместного проектирования уроков в рамках дисциплины «Методика обучения русскому языку и литературному чтению»: совместное проектирование с преподавателем, совместное проектирование в парах и совместное проектирование в группах. Подробно рассмотрен вариант совместного проектирования в парах на примере организации деятельностной игры «Совместное проектирование: разработчик и эксперт». Участники игры в течение нескольких недель взаимодействовали друг с другом, создавая, анализируя и корректируя конспект урока. Совместное проектирование уроков позволяет вовлечь будущих учителей в процесс собственной методической подготовки, сделав его более осознанным, рефлексивным и методически открытым. The organization of professional training of students at the university is focused on the social needs of society and is conditioned by the requirements that are imposed on the primary school teacher. Within the framework of professional training, the emphasis is on its methodological component, which is based on the involvement of the future teacher in the process of building their own education, a conscious attitude towards mastering the profession. The goal is to consider such a way of involving future primary school teachers in the process of their own methodological preparation, as a joint lesson design. As materials for the study, we used works devoted to the consideration of the organization of professional training of future teachers and their further professional activities. On the basis of the Altai State Pedagogical University, a survey of students “My methodical training” was conducted, which made it possible to determine the understanding of future primary school teachers of their own training and their role in it. The results of the analysis of the survey showed that students attach the greatest importance to the development of lessons, while it is important for them to be involved in this activity, and not just to receive methodological information. Based on the data obtained, as well as taking into account the specifics of the organization of joint activities in the process of methodological training of future primary school teachers, various options for joint design of lessons were developed and implemented within the discipline “Methods of teaching the Russian language and literary reading”: joint design with a teacher, joint design in pairs and collaborative design in groups. This article discusses in detail the option of joint design in pairs – on the example of organizing the activity game “Joint design: developer and expert”. The participants of the game interacted with each other for several weeks, creating, analyzing and correcting the outline of the lesson. Collaborative design of lessons allows future teachers to be involved in the process of their own methodological preparation, making it more conscious, reflective and methodically open.

scholarly journals THE MANAGEMENT OF THE PROCESS OF INNOVATIVE CULTURE FORMATION OF FUTURE PRIMARY SCHOOL TEACHER: THE THEORETICAL ASPECTS

2018 ◽  
pp. 232-237
Author(s):  
M. SHEVCHUK
Keyword(s):  
Primary School ◽  
Innovation Management ◽  
School Teacher ◽  
Primary School Teacher ◽  
Future Teachers ◽  
School Teachers ◽  
Educational Innovations ◽  
Primary School Teachers ◽  
Culture Formation ◽  
Innovative Culture

The article deals  with the problem of the preparation  of a primary school  teacher as the founder of educational innovations, professionally prepared for a productive creative response to the challenges of a globalized world. The formation of the innovative culture of future primary school teachers of a comprehensive school is a precondition for improving the educational environment of junior pupils and promotes the development of their personality. The author believes that the effectiveness of the formation of an innovative culture of future teachers, who will work with pupils of junior school age, depends on the management. The article provides theoretical analysis of the  definitions of “culture”,“innovation”, “management”. The result of the theoretical study of encyclopedic-linguistic interpretations and interpretations of the above-mentioned terms by various scholars is the definition of the concepts of “innovative culture of the teacher”, “the formation of the innovative culture of the primary school teacher”. The author shows that under the conditions of permanent changes of modern education, the controlled formation of the innovative culture of future primary school teachers serves a specially organized management process, which involves the achievement of positive changes in the managed object due to purposeful rational volitional actions. In this case, the role of managing the process of formation of the innovative culture of primary school future teachers in the conditions of educational transformations and new methods in the preparation of a competitive specialist in the field of education is increasing. The main conclusion of the article is the formulation of the definition, which reveals the essence of the concept of “management of the process of innovative culture formation of future primary school teacher”.

scholarly journals PECULIARITIES OF TRAINING OF FUTURE TEACHERS OF PEDAGOGY FOR TEACHING THE COURSE «DIDACTICS»

2021 ◽  
pp. 423-426
Author(s):  
Oktaviia Fizeshi
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Professional Education ◽  
Professional Training ◽  
Educational Programs ◽  
Educational Process ◽  
Future Teachers ◽  
Literature Study ◽  
School Teachers ◽  
Primary School Teachers

An important condition for reforming pedagogical education is the training of highly qualified teachers of higher education institutions who are able to implement program objectives and implement the requirements of professional, industry standards and educational programs in the educational process of pedagogical education institutions. Article’s purpose is to generalize the features of training future teachers of pedagogy to teach the course «Didactics» in the system of professional education of future primary school teachers. Methods applied: the method of theoretical analysis of normative educational documents and educational-methodical literature on methods of teaching pedagogy in institutions of higher pedagogical education; methods of generalization, systematization for formulating the conclusions of scientific research. Most educational programs for the training of specialists at the second (master's) level in pedagogical specialties provide for the assignment of the qualification «teacher of pedagogy», which requires his thorough theoretical and methodological and practical preparation for teaching pedagogical disciplines. Therefore, it is important in this context determination of methods of teaching the section of pedagogy «Didactics», which includes acquaintance of future teachers of pedagogy with the main goals and objectives of the course, its structure, features of the work program on the discipline, a list of sections and topics recommended for future primary school teachers; mastering the most rational forms and methods of organizing classroom (lectures, seminars, micro-teaching, modeling of pedagogical situations, etc.) and extracurricular (pedagogical observation of the real pedagogical process in primary school, acquaintance with pedagogical and methodological literature, study of advanced pedagogical experience, etc.) work of students, features of diagnostics of results of educational achievements from a course «Didactics». Preparation for teaching «Didactics» is an important component of professional training of future teachers of pedagogy in higher pedagogical education, which provides targeted, systematic and comprehensive mastery of knowledge of didactics and methods of its teaching in higher education and training the teacher's personality with a high level of scientific knowledge. organization of the process of knowledge transfer to applicants for institutions of higher pedagogical education.

scholarly journals ECONOMIC, PSYCHOLOGICAL, PEDAGOGICAL AND METHODOLOGICAL BASIS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF PRIMARY CLASSES IN THE CONTEXT OF IDEAS OF A NEW UKRAINIAN SCHOOL

2021 ◽  
Vol 3 (38) ◽  
pp. 522-529
Author(s):  
T. Shanskova ◽  
I. Konovalchuk ◽  
N. Rudnytska ◽  
N. Kolesnyk ◽  
S. Maksymets
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Future Teacher ◽  
Primary School Teacher ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Principles

Abstract. The article analyzes the trends in the change of key competencies required by the labor market. It is stated that these changes determine the new competencies that must be formed in the pupils of the school, which in turn changes the requirements for the competencies of the teacher. The directions of economic reforms of the Ukrainian school are studied and it is shown that these reforms will lead to an increase in the requirements for primary school teachers and increase the level of control over his activities from communities, whose funds will be used to finance educational institutions of each community. Therefore, as a priority area of reforming the Ukrainian school, a systematic approach to the training of future teachers was proposed, details of the reassessment of the components of this approach, the content of components and outlined new requirements for the components of primary school teacher competence. It is proved that the psychological and pedagogical principles of primary school teacher training and acquisition of professional competence are a set of interconnected components of the educational process, which form the need for improvement and interest in the profession; stimulate the education of the individual. Not only the importance of knowledge and skills, but also the qualities that will ensure an effective pedagogical process; form a proper self-assessment of the teacher and his objective assessment of students. Negative factors that may reduce the effectiveness of complex psychological and pedagogical principles of future teacher training have also been studied. It is stated that the key prerequisite for these principles should be the formation of a teacher as a person who loves children, enjoys communication and friendship with them, is able to share their joys and sorrows, and does not forget how she was a child. The system of methodical approaches of teacher training is considered and it is specified that it should aim at formation at the future teacher of aspiration of innovative pedagogical work as a basis of its self-realization. The structure of methodical approaches in modern conditions is estimated and its transience is indicated. That is, methodological approaches are only tools in the work of a teacher, and the constant search for pedagogical innovations for the desire to improve will allow him to choose the right tools from the set offered to him. The results of the study and the developed proposals will increase the effectiveness of reforming the New Ukrainian school. Keywords: competencies, system approach, education reform, professional training, future primary school teachers. JEL Classification M53 Formulas: 0; fig.: 2; tabl.: 2; bibl.: 20.

scholarly journals ORGANIZATION OF FUTURE PRIMARY SCHOOL TEACHERS’ PROFESSIONAL PRACTICE WITHIN THE OPTIONAL BLOCK «FOREIGN LANGUAGE»

2021 ◽  
pp. 50-59
Author(s):  
Natalia Kosharna ◽  
Lada Petryk
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Professional Practice ◽  
Teaching Methods ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Modern Technologies

The article is devoted to the issue of organizing the future primary school teachers’ professional practice within the pedagogical specialty 013 «Primary education» the first (bachelor’s) level of higher education in the content of the optional block «Foreign Language». In the process of the work, the native and foreign special literature on the research problem was analyzed. The normative legal documents and reports on the issues of the primary school teacher training, in particular its practical professional component, in the leading European countries were taken into account. To achieve the goal, a set of scientific methods was used: theoretical ones – studying the state of the investigated problem, determining the essence of future primary school teachers’ professional practice; empirical methods: questionnaires, interviews; pedagogical observations. It was found that the main purpose of professional practice of future primary school teachers within the optional block «Foreign Language» is the formation of their practical methodological competence through the implementation of theoretical knowledge and skills in foreign language teaching methods at primary school, modern technologies and innovative teaching tools. When organizing this type of practice, it is necessary to take into account the following tasks for the development of future teachers’ skills: to use teaching methods, technologies and tools of foreign language teaching at primary school in accordance with the practical purpose of the lesson; to plan a foreign language lesson methodically correct; to select, analyze and effectively apply modern technologies and innovative means of teaching a foreign language in accordance with the practical purpose of the lesson; to develop lifelong learning skills; to develop the ability of future teachers to plan a foreign language lesson and to control the formation level of foreign language knowledge, skills and abilities of primary school pupils. It is proved that the result of effective organization of professional practice within the optional block «Foreign Language» is the formation of future teachers’ professional competencies: the ability to organize foreign language teaching at primary school with focus on modern methodological approaches and leading pedagogical experience; ability to communicate in a foreign language in an oral and writing forms within a certain foreign language topic; ability to use a foreign language in various situations of social, educational and professional communication.

scholarly journals PRACTICAL ASPECTS OF THE PRIMARY SCHOOL TEACHER PROFESSIONAL TRAINING UNDER THE CONDITIONS OF EUROPEAN INTEGRATION

2020 ◽  
pp. 131-142
Author(s):  
Tetiana Miier ◽  
Hennadiy Bondarenko
Keyword(s):  
Primary School ◽  
European Integration ◽  
Teaching Methods ◽  
Professional Training ◽  
Cognitive Activity ◽  
Teaching Staff ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Wide Range

The article deals with issues related to primary school teachers` professional training in the context of European integration. In particular, the transformational processes in European education of managerial, organizational and content direction are summarized; the main ideas of modernizing the content and process of primary school teachers` professional training in the countries of Europe are pointed out. The attention is drawn to the fact that in European countries the primary school teachers` professional training is considered, first of all, as a way of providing society with a highly-qualified competitive staff, who serve as leaders in the global economic space; secondly, as a means of building a single European space and dimension of education; thirdly, as a process that provides a qualitative transition from instructive to constructive teaching methods focused on active creative and independent activity of students, in particular, the fulfillment of research tasks, solving problem situations, participating in discussions, performing creative works, etc. Also, the article considers some aspects of the content modernization of primary school teachers` professional training in the context of European integration, which are realized by the teaching staff of Primary Education Department of Pedagogical Institute of Borys Grinchenko Kyiv University. This is an analytical lecture and seminar work upon European educational experience; an introduction of active teaching methods, a usage of modern strategies, means of organizing students' educational and cognitive activity, etc. The process of primary school teachers` professional training in the context of European integration is aimed at providing a wide range of knowledge, abilities, skills, professional competences, gaining practical experience, forming the ability and motivation for continuous professional development in the system of life-long education, realization of cognitive activity, creativity, purposefulness in actions.

scholarly journals The Degree To Which Primary School Teachers In Amman Governorate Possess Soft Skills In Light Of Coronavirus Pandemic From Their Principals' Perspectives

2021 ◽  
Vol 12 (6) ◽  
pp. 1199-1212
Author(s):  
Dr. Fawaz Shehada , Et. al.
Keyword(s):  
Primary School ◽  
Soft Skills ◽  
School Teacher ◽  
Reliability And Validity ◽  
Survey Method ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Principals ◽  
Significant Difference

The problem and the aim of the study: The rapid growth in technologies and the threat of COVID-19 pandemic have brought remarkable changes in the twenty-first century. Corona pandemic has caused a series of transformations in the different spheres of social, political, labor,  economic and educational life. Different governments have launched emergency policy initiatives based on the suspension of classes and the closure of educational centers to continue teaching activities from homes through the use of information and communication, which led to the emergence of new skills that the teacher should possess in order to keep pace with modern developments and to continue with the student learning process. The primary school teacher is required to develop his soft skills with quality and efficiency, to be in line with the great technological renaissance the world is witnessing in the field of teaching, knowledge and culture, and to realize that one of his new tasks is to be a guide, facilitator and assistant for students to learn by themselves. Accordingly, the study aimed at finding out the degree to which primary school teachers in Amman Governorate, possess soft skills in light of Coronavirus pandemic from the viewpoint of their principals. Research methods: The researcher reviewed the related literature to narrow the topic and aggregate the theoretical and empirical research related to the topic. The descriptive survey method was used in the study in addition to a 41- item questionnaire distinctly developed for gathering data. Reliability and validity of these items were checked by applying it to a pilot group of 30 principals selected randomly. (837) male and female principals from Amman governorate were selected as a study population. The sample of the study was (228) principals who were randomly selected, and constitutes (27%) of the study population.The results of the study were obtained through appropriate statistical analyses, then  analyzed and discussed according to the questions of the study. Results: The results showed that the degree to which primary school teachers' possess soft skills was high. The results also indicated that there is a statistically significant difference according to gender variable in favor of females, while there are no statistically significant differences attributed to experience variable and the interaction between gender and experience. Conclusion: the study pointed out that the importance of soft-skills for teachers has got more importance under COVID-19 pandemic crisis, as utilizing soft skills in teaching will improve the quality of educational results. There is a need to create awareness among the teachers about the importance of soft skills for career advancement and how to develop and practice such skills. schools should carefully review and incorporate the desired soft skills into their curricula. However, they should also continue running specialized training workshops to help teachers further improve their soft skills. It is equally important that teachers should also make efforts for improving their skills level through self-directed readings and participation in appropriate skills development programs and activities.

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