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 Student theater in the professional training of future teachers: personal and action approach

2018 ◽  
Vol 28 (4) ◽  
pp. 68-73
Author(s):  
L. Lymarenko
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
The Future ◽  
The Subject ◽  
Effective Organization ◽  
The Individual

The article is devoted to one of the topical problems of higher education, namely, the usage of the student theater in the system of professional training of future teachers on the basis of personal and action approach. The author considers for the first time that the student theater as a form of artistic and pedagogical activity is focused on personal development, improvement of creative abilities of future teachers, formation of professional self-sufficiency by means of multilevel artistic and pedagogical communication in the system of higher pedagogical education. The article substantiates the expediency of using the fundamental personal and action approach in the functioning of the student theater in the professional training of future teachers. The paper suggests the description of psychological and pedagogical components within above-mentioned conceptual personal and action approach. This article deals with personal and action approach that provides the most effective organization of artistic and creative activity of the future teacher with its transfer to the position of the subject of self-knowledge. Within personal and action approach, the structure of self-development of the individual is formed, in which the main elements are the subject and the nature of the artistic and pedagogical interaction. It is established that successful activity of the student theater on the basis of personal and action approach is provided by the corresponding organizational and pedagogical conditions that have an influence on the goals of teaching, methods, forms and means of organizing the educational process, as well as mutuality with the educational, artistic and creative activities of the teacher-supervisor and students of theater. The author's position is that the functionality of certain organizational and pedagogical conditions is focused on: creation of the appropriate educational artistic and creative environment; dominance and active usage of theater training technologies in the educational process of the student theater; subject-to-subject interaction within multilevel communication of student theater; sequence of activity of the student theater in the professional training of the future teacher. It is proved that abidance of mentioned organizational and pedagogical conditions contributes to the professional formation of a specialist in the process of acquirement of the multilevel artistic and pedagogical communication of the theater on the basis of subject-to-subject interaction, during which the future teacher becomes a creator in a vital and professional activity.

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

scholarly journals THE FUTURE TEACHER OF TECHNOLOGY IS A MORAL AND CULTURAL PERSONALITY IN THE EDUCATIONAL AND UPBRINGING APPROACHES OF EDUCATION

2019 ◽  
pp. 65-69
Author(s):  
I. Zvarych ◽  
N. Prymachenko ◽  
I. Romashchenko
Keyword(s):  
Social Life ◽  
Professional Training ◽  
Industrial Relations ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Economic Knowledge ◽  
Modern School ◽  
The Future ◽  
The Individual

The article deals with the main ideas and principles of the problem under investigation; outlines the main professional abilities and competencies and implementing the methodological support into the educational process, which contributes to the effective formation of moral culture among future teachers of technology. According to leading scientists, the orientation of the higher school to the modern and even advanced level of development the socio-industrial relations in the specialists' training is possible only subject to the study of these requirements, because of the study of this specialist. The search for improvement of the professional training of the future teacher is a problem, the urgency of which is conditioned by the tendency of the requirements for the professional activity of the teacher. The modern education of Ukraine is aimed at providing the students with the necessary knowledge, development of skills and abilities. During the training period, the future teacher should submit a lot of factual material. It is necessary to highlight the economic knowledge of most graduates of schools that have a theorized character, detached from reality, and, as a result, young people cannot resist the negative effects of a market economy. This is evidenced by the realities of the present; a part of the youth cannot be competitive in the labor market, due to lack of practical skills, moral and ethical education, the level of culture of communication and business etiquette of labor activity. In order to solve these tasks, an active implementation into the educational process of educational institutions, in particular pedagogical, disciplines of economic direction, is carried out. The researches show that a modern school needs teachers of technologies with a broad world outlook that possess not only a system of integrated knowledge of technological, psychological and pedagogical, methodical character, but also deep economic thinking. The establishments of higher education creating the cultural potential of the individual, designed to determine the way of its self-realization, the subjective content of its productive activities. Dependence of the level of formation and characteristics of the culture of the individual can vary in specific types and spheres of social life.

scholarly journals FORMATION OF RESEARCH COMPETENCE OF FUTURE TEACHERS IN THE CONTEXT OF MODERN REQUIREMENTS

2020 ◽  
pp. 84-90
Author(s):  
Марія Кудла
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Research Work ◽  
Educational Process ◽  
Future Teacher ◽  
Future Teachers ◽  
Research Activity ◽  
Research Competence ◽  
Research Activities ◽  
The Future

The article considers the research competence of the future teacher as a requirement of modernity and an integral part of his professional competence. The analysis of the concept of “research competence” is carried out. The definition of the term “research competence of a teacher” is offered. The main components of the structure of research competence of the future teacher are determined: cognitive, motivational-value, personal-motivational, activity-operational. It is proved that the research competence of future teachers is the result of effective research activities of students, which develops the ability to research and is carried out within the educational process by means of cognition according to the logic of scientific research. The tasks of research work of students in a higher education institution are outlined. The directions of research activity of students of institutions of higher education are characterized: research work as an integral element of the educational process (educational research activity); research work carried out outside the educational process; scientific and organizational activities. Forms of organization of research work of students serving the formation of research competence of future teachers are presented. It is proved that the effective formation of a competent, competitive, capable of self-development and self-realization of the teacher-researcher is facilitated by the creation of an active scientific environment and modernization, in accordance with the competence approach, content, forms and methods of educational process.

scholarly journals CONCEPTUAL FOUNDATIONS OF PROFESSIONAL TRAINING OF FUTURE PRACTICAL PSYCHOLOGISTS

2020 ◽  
pp. 137-141
Author(s):  
V. M. Synyshyna
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
World View ◽  
Educational Process ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Social Phenomena ◽  
Fundamental Knowledge ◽  
The Individual ◽  
Conceptual Foundations

The scientific achievements of leading scientists on the selected theme are analyzed and leading ideas, concepts, and main definitions of the research are identified in the article. The creation of proper psycho-didactic conditions in institutions of higher education, which serve as a basis for the formation of professionally significant competences, the development of personal creative potential and active public position in future practical psychologists, is updated. It is argumented that the educational system built on the conceptual foundations of professional training makes it possible to effectively content the educational disciplines, and therefore effective fundamental knowledge, professional-oriented skills, advanced skills, professional norms and values, which have the highest degree of generalization of social phenomena and processes. It is proved that the concept of the study of practical psychology combines professional methodological, philosophical and general scientific principles and scientific-methodological approaches, which are directed at the revealing future professional activity. The outlined conceptual foundations of professional training allow us to modify the educational process in higher education according to the individual needs of future practical psychologists. The methodological analysis of educational phenomenon of practical psychology in institutions of higher education on four basic levels is offered: philosophical-theoretical (evolutionary-theoretical formation of the specialist and his or her effective functioning), methodological (formation of the system of world-view and semantic individual formations for realization of individual’s educational skills and abilities), specific-scientific (acquisition of fundamental knowledge about professional activities) and technological (effective use of methods and techniques of research for acquisition of true empirical knowledge). The conclusion about the importance of outlining of conceptual foundations in the system of professional training of future practical psychologists is made.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

scholarly journals DEVELOPMENT OF THE AXIOSPHERE OF THE FUTURE TEACHER IN THE DIALOGUE SPACE OF MODERN EDUCATION

2018 ◽  
Vol 20 (7) ◽  
pp. 32-67 ◽  
Author(s):  
N. A. Astashova ◽  
S. K. Bondyreva ◽  
A. P. Smantser
Keyword(s):  
Conceptual Model ◽  
Educational Process ◽  
Theory And Practice ◽  
Future Teacher ◽  
Educational Activity ◽  
Practical Significance ◽  
Future Teachers ◽  
Value System ◽  
The Future ◽  
The Individual

Introduction. The vector of development of the education system, the choice of its contents, quality and results of training, style and spirit of the relationship of its participants, degree of their informative activity, intellectual and cultural growth are firstly caused by valuable attitudes of participants of the educational process. A teacher is a bearer of values. One of the main functions of the teacher is the education of the younger generation, the introduction of the person to moral ethics and universal values. In this regard, training of future teachers has to include the purposeful formation of the system of the internal, emotionally experienced values which will help them to cope with the complex of socio-cultural problems in the future professional activity.The aim of the paper is to present the research findings on the conceptual model of the dialogue space of education as the basis for the development of the future teacher axiosphere which corresponds to current ideological, social, economic, technological and other progressive civilization trends.Methodology and research methods. In the course of the research, fundamental ideas of the following scientific approaches were applied: humanistic approach – free and creative development of an individual; dialogical approach – pluralism of opinions and a variety of positions of subjects of education; axiological approach – attitude of the individual to the world around him/her, to other people and to himself / herself; activity approach – specific activity of the individual, aimed at appropriation of social experience by the person, change of the surrounding world and selfhood. To design and organize the model of the dialogue space, the methods of analysis, synthesis and generalization of the theory and practice were used.Results and scientific novelty. The authors presented the strategic guidelines of the interactive environment education: the development of social cooperation, using the pedagogical peaceful potential, the development of interpersonal and intergroup relations, organizing children spiritual and moral education as a national priority. The teacher value system was revealed empirically and described. It was found out that a modern teacher should responsibly perform the professional duties of a mentor, tutor and facilitator of the educational process. The authors clarified the concept of “axiological sphere” of the teacher. The teacher axiological sphere is considered as a complex of personal, professional-pedagogical and socio-cultural values. These values have separable functions. Firstly, they determine the content and nature of the educational activity. Secondly, they regulate the interaction of the participants of the educational activity. Thirdly, they stimulate personal self-expression of the members of that activity. Fourthly, they directly influence the efficiency and effectiveness of education.The conceptual model of dialogue space of education as a formation zone for the teacher’s axiosphere was designed on the basis of the theoretic-methodological, philosophical, psychological and pedagogical concepts of the leading scholars’ writings. The resources of this space were identified; its structural components were presented and proved. The implementation of the components mentioned above can create a special context for the humanitarian training of a future teacher; will give an opportunity of interactive development of students’ common cultural, communicative and special competencies; will increase students’ motivation to pedagogical activity, the search of new ideas for training, innovations and professional self-education. The authors demonstrated the value orientations typology and tactics of their acquisition by students at the dialogue level.Practical significance. The presented materials can be used in practice of the higher pedagogical education to improve the quality of graduates’ training through enrichment of their personality axiological sphere. The model for the formation of the future teachers’ value system in dialogue educational space will allow providing conditions for individualization of routes of their training taking into account different approaches to the organization of activity of education participants and features of their self-development. 

scholarly journals CONDITIONS OF FORMATION OF CREATIVE POTENTIAL OF THE FUTURE TEACHER OF TECHNOLOGICAL EDUCATION

2020 ◽  
Vol 1 (191) ◽  
pp. 41-43
Author(s):  
Snizhana Bohomaz-Nazarova ◽  
Keyword(s):  
Creative Process ◽  
Professional Training ◽  
Future Teacher ◽  
Professional Activity ◽  
Creative Activity ◽  
Technological Education ◽  
Future Teachers ◽  
Creative Potential ◽  
The Future ◽  
New Ideas

The article considers issues related to the concept of creativity, creative potential, creative abilities, creative process, recommendations for the development of creative potential of the future teacher of technology using methods, techniques and tools that generate new ideas for creativity. The analysis of methods of professional training of the modern specialist of educational branch is carried out. The necessity of using the competence approach which is aimed at training future teachers and consists in the acquisition and development of students during training a set of key, general and subject competencies that determine his successful professional activity. It is determined that in order to teach students creativity, the teacher must have a sufficient level of creative potential. Students majoring in "Technology", to a greater extent, have certain creative talents and abilities, motivation to learn new techniques and tools, and experience of creative activity, so the role of the teacher in practical classes to show new methods, techniques and means of creative activity, to expand the horizons of imagination and the limits of application of these methods in further professional activity, to prove to students the necessity and feasibility of developing their creative potential. In the educational field "Technology" (labor training) the use of the project method contributes to the formation of students' foundations of technological literacy, work culture, creative approach to solving tasks, learning different ways of processing materials and information. It is the use of non-standard methods of generating new ideas for creativity and activity at the first and especially the second stage (design) will give the greatest effect in the development of creative potential of future teachers of technological education. It is substantiated that the levels of creative preparation should not be used to assess the creative potential of students, but to take into account the teacher's opportunities for creative promotion of each student and a differentiated approach to using existing methods and techniques of involving students in the creative process.

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 PROFESSIONAL FORMATION OF THE FUTURE TEACHER IN THE EDUCATIONAL PROCESS AT THE EXPENSE OF PEDAGOGICAL PRACTICE

2018 ◽  
Vol 5 (31) ◽  
Author(s):  
I. Kamenska
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Self Development ◽  
The Future

The article deals with topical issues of professional training of future teachers. The essence of the concepts of «self-development» and «self-improvement» was revealed, the significance of pedagogical practice as a factor of professional self-development and self-improvement of the future teacher was substantiated. It was revealed that effective preparation of participants in the educational process in educational institutions is possible due to the strengthening of the practical orientation of students' training. That is, pedagogical practice is the initial stage in the system of professional training, the first part of the practical mastering of the pedagogical profession. It promotes the deepening and systematization of knowledge gained by students in the process of studying specialized disciplines, as well as the development of information competence of future professionals. Pedagogical practice provides a combination of theoretical training of students with their practical pedagogical activity in the conditions of educational institutions of different types and promotes the formation of a creative attitude towards future professional activities, deepening and systematization of the knowledge gained by students in the process of theoretical training; self-development and self-improvement of future teachers. In this period, the foundations of professional activity of future specialists are laid, professional qualities are formed, the ability to self-development, self-realization and interest in the future profession are revealed.It is established that proper organization of pedagogical practice contributes to professional growth of the future teachers, development of abilities, allows to create external and internal conditions for self-development of the student. Thus, continuous self-education and self-improvement are the only way that allows a modern educator to become a real professional, to develop professional competence.Keywords: professional competence, self-development, self-improvement, pedagogue, educational process.І. Каменська, кандидат сільськогосподарських наук,  Професійне становлення майбутнього педагога у навчальному процесі за рахунок педагогічної практики / ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди»,  Україна, Київська обл., м. Переяслав-ХмельницькийВ статті розглянуто актуальні питання професійної підготовки  майбутніх педагогів. Розкрито суть понять «саморозвиток» та «самовдосконалення», обґрунтовано значення педагогічної практики, як чинника професійного саморозвитку та самовдосконалення майбутнього педагога. З’ясовано, що ефективна підготовка учасників освітнього процесу у закладах освіти можлива за рахунок посилення практичної спрямованості навчання студентів. Тобто, педагогічна практика – це початковий етап у системі фахової підготовки, перша ланка практичного засвоєння педагогічної професії. Вона сприяє поглибленню і систематизації знань, отриманих студентами в процесі вивчення профільних дисциплін, а також розвитку інформаційної компетенції майбутніх фахівців. Педагогічна практика забезпечує поєднання теоретичної підготовки студентів з їх практичною педагогічною діяльністю в умовах навчальних закладів різних типів і сприяє формуванню творчого відношення до майбутньої професійної діяльності, поглибленню та систематизації знань, одержаних студентами в процесі теоретичного навчання; до саморозвитку та самовдосконалення, майбутніх педагогів. В цей період закладаються основи професійної діяльності майбутніх фахівців, формуються професійні якості, розкривається здібність до саморозвитку, самореалізації та інтерес до майбутньої професії.Встановлено, що правильна організація педагогічної практики сприяє професійному росту майбутніх педагогів, розвитку здібностей, дозволяє створити зовнішні та внутрішні умови для саморозвитку студентів. Таким чином, постійне самовиховання та самовдосконалення – єдиний шлях, який дозволить сучасному педагогу стати справжнім професіоналом, розвинути професійну компетентність.Ключові слова: професійна компетентність, саморозвиток, самовдосконалення, педагог, навчальний процес.

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