scholarly journals CRITERIA FOR FORMATION OF PROFESSIONAL MOBILITY OF FUTURE TEACHERS STUDYING ECONOMIC SPECIALTIES

2021 ◽  
pp. 92-97
Author(s):  
Iyevlyev O.M. ◽  
Chorna I.I.
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Cognitive Activity ◽  
Future Teacher ◽  
Teaching Staff ◽  
International Level ◽  
Future Teachers ◽  
Professional Activities ◽  
Professional Mobility ◽  
The Future

The article defines and characterizes the criteria (motivational-value, cognitive-activity, personal creative, communicative-foreign) indicators and levels of professional mobility of future teachers studying in economic specialties. It is determined that such criteria as motivational-value, cognitive-activity, personal-creative and communicative-foreign language play a significant role in the formation of professional mobility of the future teacher of higher education. An attempt is made to draw attention to the components of the structure of professional mobility of the future teacher of higher education. The following criteria are considered: motivational and value (awareness of the importance of mastering a large amount of knowledge for effective professional activity of the future teacher; the presence of values for constant updating of knowledge acquired in the learning process to achieve success in professional activities; skills in future professional activities for career growth); cognitive-activity (possession of professionally significant knowledge in the field of their specialty at the international level; possession of professional terminology; familiarity with the methods of performing professional tasks using professionally important knowledge and skills); personal and creative (focus on self-development and self-improvement through awareness of the need to solve professional problems of greater complexity; free mastery of the profession in the form of creative use of acquired general and professional; willingness to produce new ideas, ability to make quick creative decisions); communicative-foreign language (availability of priority ideas about communicative processes in teaching; possession of means of verbal and nonverbal communication in a foreign language within professional activities; the ability to find and process foreign authentic professional sources to obtain information at the international level). It is determined that the possession of professionally important knowledge and the acquisition of new knowledge in the professional field in accordance with these components will help future teachers of higher education to achieve a high level of professional mobility, which in turn will affect the outcome and quality of training. A professionally mobile future teacher must be ready for professional communication, speak a foreign language to advance in his career; able to adapt to the needs of society, solve problem situations; establish professional contacts with colleagues; take into account cooperation with research and teaching staff at the international level; have knowledge of information technology; navigate in computer technology, work on the Internet, use e-mail, Web platforms; to have knowledge of culture, to be able to behave correctly in the professional sphere.Key words: professional mobility, criteria, indicators, teacher, teaching (pedagogical) activity, profession-al-pedagogical mobility. У статті визначено та охарактеризовано критерії (мотиваційно-ціннісний, когнітивно-діяльнісний, особистісно-креативний, комунікативно-іншомовний), показники та рівні сформованості професійної мобільності майбутніх викладачів, що навчаються на економічних спеціальностях. Визначено, що такі критерії, як мотиваційно-ціннісний, когнітивно-діяльнісний, особистісно-креативний та комунікативно-іншомовний, відіграють значну роль у формуванні професійної мобільності майбутнього викла-дача закладу вищої освіти. Зроблено спробу привернути увагу до складових компонентів структури професійної мобільності майбутнього викладача закладу вищої освіти. Розглянуто критерії, до яких віднесено мотиваційно-ціннісний (усвідомлення важливості опанування великої кількості знань для ефективної професійної діяльності майбутнього викладача; наявність ціннісних орієнтирів на постійне оновлення набутих у процесі навчання знань для досягнення успіху у професійній діяльності; бажання ефективно використовувати професійно значущі знання, вміння та навички у майбутній професійній діяльності для кар’єрного росту); когнітивно-діяльнісний (володіння професійно-значущими знаннями у галузі своєї спеціальності на міжнародному рівні; володіння професійною термінологією; обізнаність із методами виконання професійних завдань із застосуванням професійно важливих знань та вмінь); особистісно-креативний (орієнтація на саморозвиток та самовдосконалення через усвідомлення необхідності вирішувати професійні завдання більшої складності; вільне оволодіння професією у формі творчого використання набутих загальних та професійних навичок; готовність до продукування нових ідей, здатність приймати блискавичні творчі рішення); комунікативно-іншомовний (наявність пріори-тетних уявлень про комунікативні процеси у викладацькій діяльності; володіння засобами вербальної та невербальної комунікації іноземною мовою у межах професійної діяльності; здатність знаходити та опрацьовувати іншомовні автентичні професійні джерела для отримання інформації міжнародного рівня). Визначено, що володіння професійно важливими знаннями та засвоєння нових знань у професійній галузі відповідно до цих компонентів допоможе майбутньому викладачу закладу вищої освіти досягти високого рівня професійної мобільності, що вплине на результат та якість підготовки майбут-ніх фахівців. Професійно мобільний майбутній викладач має бути готовим до професійного спілкування, володіти іноземною мовою для просування у своїй кар’єрі; спроможним пристосовуватись до потреб соціуму, вирішувати проблемні ситуації; встановлювати професійні контакти з колегами; вра-ховувати співпрацю з науково-педагогічними працівниками на міжнародному рівні; володіти знаннями з інформаційних технологій; орієнтуватись у комп’ютерних технологіях, працювати у мережі Інтернет, користуватись електронною поштою, вебплатформами; володіти знаннями культури, вміти правильно поводитись у професійній сфері.Ключові слова: професійна мобільність, критерії, показники, викладач, викладацька (педагогічна) діяльність, професійно-педагогічна мобільність.

scholarly journals The Use of Information Technologies for the Development of Competences in Future Teachers of Foreign Language and Foreign Literature

2020 ◽  
Vol 9 (7) ◽  
pp. 142
Author(s):  
Oksana V. Handabura ◽  
Valentyna I. Sliuzko ◽  
Ruslana M. Melnyk ◽  
Liudmyla M. Hlushok
Keyword(s):  
Information Technology ◽  
Foreign Language ◽  
Information Technologies ◽  
Professional Training ◽  
Scientific Basis ◽  
Educational Process ◽  
Future Teachers ◽  
Professional Activities ◽  
Foreign Literature ◽  
The Future

The article deals with possible ways of using information technologies in teaching future teachers of foreign language and foreign literature. It is established that the primary task of the organizer of the educational process is to build an educational process with a view to facilitating the development of the competences necessary for the future teachers of foreign language and foreign literature. The latest information technologies are analysed and the effective ways of their use are suggested. It was found out that information technologies actively contribute to the unique function of preparing the future specialist for the quality realization of educational services in the information and digital space. It is researched that the functional approach to the analysis of IT in the context of the educational process outlines the specific scientific basis of the proposed scientific search, which allows to organically combine the postulates of media-oriented education with cognitive and communicative principles in the study of the ways of using IT in teaching teachers of foreign language and foreign literature. According to the guidelines of this approach, the functional purpose of IT influences the processes of formation of the form and value of the obtained knowledge. An important element in describing the use of IT is the principle of consistency. It is confirmed that the general competences of future teachers of foreign language and foreign literature are represented by both subject and general competencies, where IT competence is ranked as one of the top priorities. It implies the teacher’s ability to use information technology in the course of his/her professional activities effectively and appropriately. Information technology competence, in turn, is divided into three main competences, which correspond to the separate activities of teachers of foreign language and foreign literature: general, diagnostic and subject-oriented. Examples of tasks aimed at forming different types of competences in future teachers of foreign language and foreign literature with IT involvement are given. It is proved that the use of information technologies in the process of realization of educational and professional training of future teachers of foreign language and foreign literature contributes to a more effective fulfilment of the basic curriculum assignments, in-depth study of the content of the studied discipline, optimization of self-education and self-development of the level of future specialists, an individual way of perceiving information and working with it.

scholarly journals TOLERANCE AS A VALUE OF A FUTURE HIGHER EDUCATION TEACHER

2021 ◽  
Vol 2 (14) ◽  
pp. 22-26
Author(s):  
Liudmyla Levytska ◽  
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Future Teacher ◽  
Future Teachers ◽  
Education Teacher ◽  
A Value ◽  
The Future

Approaches to the interpretation of the term "tolerance" are revealed. The preparation of the future teacher for the formation of tolerance as an important component of the system of his professional training is outlined. The organizational and pedagogical conditions of activity of the institution of higher education which provide preparation of future teachers for formation of tolerance in them are defined.

scholarly journals The Concept of «Interactivity» Through the Prism of Pedagogical Education

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 182-192
Author(s):  
Marharyta Morozova ◽  
Keyword(s):  
Learning Process ◽  
Educational Process ◽  
Future Teacher ◽  
Interactive Methods ◽  
Future Teachers ◽  
Professional Activities ◽  
The Future ◽  
Entire History ◽  
High Level ◽  
Almost All

The article considers the genesis of the concept of «interactivity» in modern psychological, pedagogical and methodological research. It is determined that interactivity runs through the entire history of pedagogical education. The paper analyzes the concept of «interactivity» in pedagogy, methods of teaching foreign languages, programming, telecommunications, multimedia, design, cultural studies, literature, sociology. The purpose of the educational process is to prepare future teachers for professional activities in rapidly changing conditions, the formation of thinking as a factor in the formation of the modern personality of the future teacher and the introduction of democratic values in future teachers of the new generation. It is noted that the competence approach in the organization of the educational process requires the teacher to change the learning process: its structure, forms of organization of activities, the principles of interaction of subjects. It is established that in interactive learning the interaction of the teacher and the future teacher changes: the activity of the teacher gives way to the activity of future teachers, and the task of the teacher is to create conditions for their initiative. The learning process is organized in such a way that almost all its participants are involved in the process of cognition, they have an opportunity to understand and reflect on what they know and think. It is found that the peculiarity of interactive methods is the high level of mutually directed activity of the subjects of interaction, emotional, spiritual unity of the participants.

scholarly journals FORMATION OF RESEARCH COMPETENCE OF FUTURE HIGHER SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 100 (1) ◽  
pp. 175-184
Author(s):  
М. В. Роганова ◽  
O. I. Чайка ◽  
С. С. Рашидова
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Competence ◽  
The Future ◽  
Teachers And Students ◽  
The Individual

The article reveals the theoretical aspects of the problem of forming the research competence of future teachers of higher education, which is associated with the transition to a unified European education system and the renewal of the educational process of higher education with an orientation towards the formation and development of the personality of a competent teacher-researcher who owns the technology of scientific and pedagogical activity. The necessity of the development of the intellectual consciousness of the future teacher of higher education, which determines the style of scientific thinking, is substantiated by the main indicators of consistency, dynamism, problematicity, categoricality, reflexivity, evidence, predictability, projectivity, search ability, creativity. The authors have revealed the structure and the content of the research competence of the future teachers of higher education. The structural components of the research competence of future teachers of higher education are highlighted: cognitive, diagnostic, project constructive, technological, reflective, communicative. The pedagogical conditions for the formation of research competence of the future teacher of higher education are scientifically substantiated: motivational and value, creating needs and determining the persistent positive motivation of the future teacher of higher education in mastering research qualities; meaningful and constructive, which combine the individual and technological capabilities of scientific and pedagogical activity and the requirements of the forthcoming professional activity of a teacher of higher education; organizational and pedagogical, determining the establishment and retention of pedagogically expedient relationships between teachers and students, based on cooperation and mutual interest in research; reflexive-corrective, contributing to the analysis, accounting and correction of the process and the result of the formation of research competence in future teachers of higher education.

scholarly journals THE FORMATION OF THE INTERCULTURAL COMMUNICATIVE COMPETENCE OF THE FUTURE TEACHER OF A FOREIGN LANGUAGE ON THE BASIS OF SITUATIONAL SIMULATION TECHNOLOGY

2020 ◽  
pp. 194-203
Author(s):  
G. B. Zhumabekova ◽  
A. A. Golovchun ◽  
A. Kashkynbekova ◽  
T. Yerkimbayev ◽  
A. Gabdrakhman
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Future Teacher ◽  
Intercultural Communicative Competence ◽  
Simulation Technology ◽  
Future Teachers ◽  
The Future ◽  
The Subject

The article analyzes the modern requirements of society to the quality of training of future teachers of English, considered contextual training as one of the ways of professionalization of foreign language pedagogical education, situational modeling technologies in the formation of intercultural communicative competence, problem-communicative situations as a unit of the subject content of professionally-oriented training of future specialists.

scholarly journals Pedagogical reflection as a factor of professional development of future teachers of preschool education institutions

2019 ◽  
Vol 65 (2) ◽  
pp. 135-139
Author(s):  
Iryna Knyazheva
Keyword(s):  
Professional Development ◽  
Social Relations ◽  
Preschool Education ◽  
Educational Process ◽  
Preschool Age ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
The Future

Formation and development of pedagogical reflection in the process of professional development of the future teacher of preschool education institutions to the needs of societyto become creative, able to take personal responsibility not only for the results of their professional activities, for their physical, mental and social health, the formation of the life competence of children of preschool age, but also for their professional self-realization and self-training, the personality of the future professional. The solution of this problem allows us to form, disclose and realize the ability of the future teacher of preschool education to forecast, design, implement and analyze their professional and quasi-professional activities. Analysis of the scientific foundation has allowed, in the broadest terms, to characterize reflection as a mirror, research of the cognitive act, a source of special knowledge, when observation is directed to the internal actions of consciousness; as a person’s ability to self-analyze, understanding and rethinking their subject-social relations with the outside world and as a necessary component of the developed human intelligence. Pedagogical reflection in modern studies is understood as self-analysis by a teacher of his professional activity, behavior, personal and professional experience, is considered in the context of intellectual and communicative processes, and therefore, is characterized by a combination of knowledge, action and experience. They are characterized by specific features that allow to reveal certain aspects of the future teacher’s reflective activity, and at the same time are interrelated and interdependent. The article highlighted the criteria and described the levels of formation of pedagogical reflection of future teachers of preschool education institutions (reproductive, analytical, prognostic, philosophical and constructive) and gave them a qualitative characteristic. The article suggests the forms, means and methods of organizing the educational process of the institution of higher education, contributing to the formation and development of the abilities of the future teacher of the preschool education institution for pedagogical reflection.

Academics as mediators between languages and cultures in higher-education settings

FORUM ◽  
2018 ◽  
Vol 16 (1) ◽  
pp. 39-55
Author(s):  
Gül Durmuşoğlu Köse ◽  
Zehra Gülmüş ◽  
Volga Yılmaz Gümüş ◽  
Gamze Eren
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Higher Education Institutions ◽  
Teaching Staff ◽  
International Level ◽  
National Cultures ◽  
Multilingual Communication ◽  
Level Student

Abstract Intercultural and multilingual communication has become a necessity for all institutions in the age of globalization and transculturation. Higher-education institutions are no exceptions to this, mainly due to increasing contact with universities and other institutions at the international level, student and teaching staff mobility, and exchange of knowledge and experience. Intercultural communication in universities includes not only national cultures of respective parties, but also educational and even legal cultures. Higher-education institutions are required to manage multilingual and intercultural communication effectively, undoubtedly with the help of translation. Today, in most higher-education institutions in Turkey, academics employed in foreign-language departments are responsible for translation work, i.e. intercultural communication. This paper mainly focuses on the role of academics as translators in the management of intercultural communication in higher-education settings. The paper first draws attention to the increasing need for intercultural and multilingual communication in higher education. It then explores the translator’s role, power, responsibility and limitations in achieving intercultural communication in higher-education institutions.

scholarly journals The structure of the future Music teachers’ methodological culture

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 22-27
Author(s):  
Li Zhuhua
Keyword(s):  
General Education ◽  
Professional Training ◽  
Future Teacher ◽  
Professional Activity ◽  
Structural Components ◽  
Future Teachers ◽  
National Education ◽  
Professional Activities ◽  
Personal Attitude ◽  
The Future

Our country's aspirations for joining the European educational space, acquiring institutions of the national education system, including establishments of general education, competitiveness in the world educational services market actualize the need for its modernization and quality improvement. Modern state documents that provide the legal normative framework for national education are aimed at the above mentioned. The purpose of the article is to highlight and substantiate the structure of the methodological culture of the future teachers specialised in Musical Arts. The article describes the essence of the phenomenon "methodical culture of the future teachers of Musical Arts". The use of the systematic approach as a unity of ideas, baselines, starting points made it possible to consider the identified phenomenon as a system containing specific constituents which determine its peculiarities. These components are the structural components of the phenomenon under study. The analysis, generalization and interpretation of scientific sources and practices of professional training targeted to the future teachers of Musical Arts allowed us to identify and characterize the structural components of their methodological culture as a personal formation: epistemological (as a set of acquired knowledge necessary for the future teacher of Musical Arts; axiological (as a system of values and orientations of the future teacher of Music Arts which determines the cultural orientation of his / her musical and professional activities and personal attitude to the solving of methodical problems); praxeological (characterized by the presence of methodological-pedagogical and special skills, the totality of which ensures the cultural correspondence of the future professional and the quasi-professional activity of the future teacher of Musical Arts); personal (implies an emotionally positive attitude of the future Music teacher to the need to master and qualitatively carry out methodological and pedagogical activities on the basis of emotional flexibility, ability to evaluate and self-evaluate its progress as well as those methodical products, the use of which contributed to the achievement of the tasks.

Formation of professional competence of future specialists in philology during the end-to-end practice

2020 ◽  
pp. 82-95
Author(s):  
Inna Kononenko
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Training ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Educational Process ◽  
Teaching Staff ◽  
Future Teachers ◽  
Oriented Activity ◽  
Professional Transformation

In the process of professional development of future teachers of philological specialties, it became clear that priority is given to the organization of cognitive activity. The purpose of the article is to characterize the competencies acquired during the practice by future specialists of philological specialties, ways of practical work, a description of the implementation of professional transformation, motivation and values. The use of methods of analysis, synthesis contributed to the study of educational and regulatory documentation, domestic and foreign psychological and pedagogical literature in order to determine the level of development of the research question. It is proved that the application of personality-oriented, activity, competence, acmeological, axiological, contextual and integrative approaches to students in higher education is designed to help them implement the accumulated theoretical knowledge and practical skills. The systematization and generalization of special competencies as an important condition of professional formation of future specialists is analysed. The article analyses the positive students’ motivation for future teaching activities; the ability to apply the acquired knowledge by future specialists in pedagogical activity is characterized. The essence of professional training of future teachers of philological specialties during the practice is specified. The competencies acquired during the practice by future specialists of philological specialties, the implementation of professional transformation, motivation and values are specified. Emphasis is placed on theoretical ideas about the formation of professional competence as a factor in the successful professional development of future teachers of philological specialties; methodological approaches to the professional development of future teachers of philological specialties in the system of higher education (personality-oriented, activity, competence, acmeological, axiological, contextual and integrative). In the process of organizing the educational process, the main attention is paid to the formation of future specialists' understanding of the essence of professional development, its importance in the field of pedagogical phenomena. During the involvement in the tasks of practice, students develop professional competence, which manifests the specifics of the research and teaching staff.

scholarly journals TEACHING TECHNOLOGIED AS PART OF TRAINING FOR FUTURE TEACHERS

2018 ◽  
pp. 138-142
Author(s):  
M. NOSKO ◽  
O. PRONIKOV ◽  
N. TERENTYEVA
Keyword(s):  
Intellectual Development ◽  
Cognitive Activity ◽  
Training System ◽  
Educational Process ◽  
Telecommunication Networks ◽  
Future Teacher ◽  
Future Teachers ◽  
Teaching Technology ◽  
Innovative Teaching ◽  
The Future

The article analyzes teaching technologies as part of training for future teachers in higher educational establishments. In particular, it is noted that technology is a certain mechanism that should lead to the transformation of pedagogical reality and the entire system of higher education. Teaching technologies problems are a result of the recognition of pedagogical science separation from the practice by the university teachers. The term "teaching technology" should be used when there is a clear algorithmic sequence and guaranteed final result. Analysis of any teaching technology involves disclosing the relevant algorithm and explaining the criteria of the guaranteed result. The essence of teaching technology is to build a training system and develop a future teachers’ actions algorithm. The notion "teaching technology" is considered as a way of interaction between subjects of educational activities and part of future teachers’ training on the example of the course "Pedagogy", section "Theory of Education."The study notes that personally-oriented education involves a differentiated approach to learning, taking into account the level of intellectual development of the student, as well as his training on the subject, abilities and skills. The future teacher should become the central figure of the educational  process, his  cognitive activity should the centric one for educators-researchers, developers of educational programs and means of education, of administrative employees.The consistent implementation of the personally oriented approach to the future teacher in the educational process is analyzed. It presupposes the integrity of his personality. It is emphasized that domestic universities should create conditions for the development of an individual who possesses the specified qualities. The solution to this problem will contribute not only to the content of education, but also to the innovative teaching technologies. Today there is need not only in the intramural, but also distance education. Electronic media (radio, television, and computers) are used as major source of information. Global telecommunication networks of the Internet are also important to get information.It has been determined that teaching and cognitive activity should be core in the tandem between teacher and student. The traditional paradigm of education teacher-textbook-student should be replaced by a new one: student-textbook-teacher.

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