scholarly journals TRAINING PRE-SERVICE TECHNOLOGY TEACHERS TO DEVELOP SCHOOLCHILDREN’S TECHNICAL LITERACY

2021 ◽  
Vol 79 (4) ◽  
pp. 554-567
Author(s):  
Anatolii Ivanchuk ◽  
Tetiana Zuziak ◽  
Oksana Marushchak ◽  
Anatolii Matviichuk ◽  
Viktor Solovei
Keyword(s):  
Content Knowledge ◽  
Teaching Practice ◽  
Professional Competence ◽  
Specific Content ◽  
Technology Teachers ◽  
Technical Literacy ◽  
Readiness Level ◽  
Technology Teacher ◽  
And Control ◽  
General Technical

Technical literacy is a component of professional competence of the pre-service technology teacher. However, the course content of technical disciplines in the pedagogical universities of Ukraine is not consistent with the content knowledge subsequently used in teaching practice of a technology teacher. Also, there is a need in general technical literacy of the students, yet it is developed only in its engineering design aspect. In the paper, it was proved that for the general technical literacy of pre-service technology teachers the basic concepts are the following technical phenomena: motion transmission, changes in kinematic parameters of motion, changes in force parameters of motion. Natural and scientific foundations of the machine drives were used as the basic topic-specific knowledge. It was hypothesized that effectiveness of teaching technical literacy to children would raise if the narrative about the technical phenomena is included in the content of the “Utility machinery” course for the pre-service technology teachers. The pedagogical experiment was performed in the Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine). It included ascertaining, formative, and control stages. At the ascertaining stage of the pedagogical experiment, the students’ readiness level to study technical phenomena was determined. At the formative stage, the students’ readiness to develop children’s technical literacy was measured. At the control stage, students’ readiness level to develop technical literacy was estimated in experimental and control groups. Theoretical value of the results is in substantiating technical topic-specific content knowledge as necessary for the pre-service technology teachers. Practical significance of the results is in implementation of the narratives about technical phenomena in the learning practice of the students of pedagogical university. Keywords: multidisciplinary approach, narrative approach, technical phenomena, technology teachers

scholarly journals A base de conhecimentos e a identidade de mentores participantes do Programa de Formação Online de Mentores da UFSCar-Brasil

2017 ◽  
Vol 30 (2) ◽  
pp. 133 ◽  
Author(s):  
Paula Grizzo Gobato ◽  
Aline Maria De Medeiros Rodrigues Reali
Keyword(s):  
Beginning Teachers ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Pedagogical Knowledge ◽  
Experienced Teachers ◽  
Specific Content

O objetivo deste artigo é analisar a base de conhecimentos de professores experientes e participantes do Programa de Formação Online de Mentores da UFSCar-Brasil, bem como responder à seguinte questão: quais dos conhecimentos específicos, pedagógicos e sobre a função de mentor, que o auxiliarão a desempenhar a nova função, podem ser apreendidos nos professores experientes, participantes do Programa de Formação Online de Mentores? O Programa é responsável pela formação de mentores, sua proposta curricular é flexível e foca o desenvolvimento profissional de professores experientes. A investigação qualitativa baseou-se na análise descritivo-interpretativa das narrativas presentes em quatro atividades, realizadas durante o processo formativo, de quatro participantes. Foram analisados conhecimentos pedagógicos gerais, conhecimentos de conteúdo específico, conhecimentos pedagógicos do conteúdo, conhecimentos sobre formação e atuação docente e, por fim, conhecimentos sobre a função de gestor, de mentor e da escola. Como resultado, percebe-se que a base de conhecimentos atribuída ao mentor se assemelha à dos profissionais gestores e formadores de professores, ainda que a prática da mentoria e em sala de aula seja importante para que a base seja continuamente remodelada e aperfeiçoada para melhorar o desempenho do mentor e, possivelmente, dos professores iniciantes por ele acompanhados. Palavras-chave: Programa de Formação Online de Mentores; Identidade docente; Base de conhecimentos para o ensino ABSTRACTThis article aims to analyze the knowledge base of experienced teachers and participants of an Online Mentor Education Program from UFSCar Brazil and to answer the question: what specific, pedagogical and mentoring skills, that will assist the mentor to fulfill a new role, are evidenced by the experienced teachers participating of Online Mentor Education Program? This mentor training program has a flexible curriculum and focuses on the professional development of experienced teachers. The qualitative research was based on the descriptive and interpretative analysis of four narratives from four selected participants from a wider group and written during the training. It analyzed pedagogical knowledge, specific content knowledge, pedagogical knowledge content, knowledge about training and teaching practice and knowledge of the manager role, mentor and school. As results, the data analysis shows that the mentor knowledge base resembles the professional managers’ and teacher educators’. However, teaching and mentoring practice is important so that this knowledge base is continuously remodeled and improved, thus improving the mentors’ performance and, possibly, of beginning teachers accompanied by them.Keywords: Online Mentor Education Program; Teacher identity; Knowledge base for teaching

scholarly journals Deep Integration of AI and TPACK: Reconstruction of Teachers’ Knowledge Structure in the Post-pandemic Era

2021 ◽  
Vol 3 ◽  
pp. 150-154
Author(s):  
Yuan Yao
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Control Period ◽  
Knowledge Structure ◽  
Pedagogical Content ◽  
Four Dimensions ◽  
Teaching Content ◽  
Deep Integration ◽  
And Control

The development of artificial intelligence (AI) technology has brought an unprecedented intelligent reform to teaching, and the COVID-19 pandemic has provided an opportunity for online and offline hybrid teaching mode. During the pandemic prevention and control period, the application of AI technology has brought about subversive changes in teaching methods, teaching content and teaching environment. This is the result of continuous adjustment in teaching practice in schools around the world, and will be a new characterization of teaching practice in the future. The social crisis caused by COVID-19 requires teachers to adjust their knowledge structure accordingly. Based on the new requirements for teachers in the era of AI and the traditional Technological Pedagogical Content Knowledge (TPACK) theory, this paper puts forward a new idea to reconstruct teachers’ knowledge structure by deep integration of AI and TPACK. This study studies how teachers should change their knowledge structure from the four dimensions of Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK, and puts forward suggestions for the intelligent development of education, in order to provide new theoretical support for teachers’ career development in the Post-pandemic era.

The Prospects and Risks Connected with Increasing the Level of Self-Organisation in Students

2020 ◽  
pp. 75-81
Author(s):  
Svetlana Alexandrovna Kosareva ◽  
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Initial Level ◽  
Education Institution ◽  
Diagnostic Methods ◽  
Study Guide ◽  
Learning Approaches ◽  
Control Groups ◽  
Self Organisation ◽  
And Control

The paper describes the method for increasing the level of self-organisation in students which has been developed by the author. It also contains the method testing results and presents the prospects and risks teachers could face while applying the method in a higher education institution. The purpose of this study is to find out the prospects and risks of applying the method for increasing the level of self-organisation in students and to determine the ways of reducing the risks. Methodology. The author points out the learning approaches which were the basis of developing the method and describes diagnostic methods for determining students’ self-organisation levels. The work focused on increasing each student’s initial level consists of a theoretical and a practical part and includes project activities on creating a study guide. The results of the study. The method developed proved to be effective. It was established by diagnosing the final level of self-organisation in students in the experimental and control groups. The paper considers the advantages of the method among which there is universal character, flexibility, improvements to teacher’s and students’ professional competence, etc. At the same time it is necessary to be aware of the risks due to the increased amount of teacher’s work and the fact that students’ work within the project tends to be monotonous. In conclusion, the prospects of the method for increasing the level of self-organisation in students are related to its advantages and the final results of the work. The risks of its use can be reduced with the help of the measures proposed in the paper.

Design and Application Research of Audit Risk Control Program

2013 ◽  
Vol 310 ◽  
pp. 718-721
Author(s):  
Li Ya Ma ◽  
Shu Feng Wang
Keyword(s):  
Risk Model ◽  
Risk Control ◽  
Control Program ◽  
Audit Report ◽  
Audit Risk ◽  
Specific Content ◽  
Auditing Standards ◽  
Audit Reports ◽  
Independent Auditing ◽  
And Control

Strict procedures for prevention and control of audit risk is one of the most effective measures, so the research on design of audit risk control standardization program has very great practical application value. Combined with the research needs, the CPA practices respectively utilize means of summarizing method, for example, analysis method and enumeration method. The CPA practice also revealing the audit risk and audit report risk associated with different basis, combining with the traditional audit risk model. The specific content concludes the report of audit risk and then designs including audit reports preparation, audit draft, final review report to track a feedback of visit to the control standard operating requirements, and then puts forward the independent auditing standards. The auditing standards should be added to the proposal of audit report program.

scholarly journals Exploring university students’ use of technologies beyond the formal learning context: A tale of two online platforms

2015 ◽  
Vol 31 (3) ◽  
Author(s):  
Liping Deng ◽  
Nicole Judith Tavares
Keyword(s):  
Informal Learning ◽  
Teaching Practice ◽  
Formal Learning ◽  
Emotional Needs ◽  
Learning Context ◽  
Online Participation ◽  
Teaching Resources ◽  
Individual Interviews ◽  
And Control ◽  
Teaching Ideas

<p class="abstract">Situated within an informal learning context, this study examines how a group of pre-service teachers in Hong Kong use Facebook and Google Sites on their own initiative to fulfil their academic and socio-emotional needs during their teaching practice. Also included in the study are the motivating and inhibiting factors that influence student online participation. Guided by an informal learning model and the literature relating to online participation and sense of community, this exploratory study generates its findings from questionnaires, individual interviews and online postings. The results show that the Google Sites created an avenue for the students to share a range of self-developed teaching resources and ideas. Facebook is a more interactive platform through which the participants seek peer support, exchange teaching ideas, and engage in discussions on a variety of topics. Structure and control provided by Google Sites and immediacy and interactivity afforded by Facebook become complementary to each other.</p><p> </p>

scholarly journals Professional competence formation of technology teacher

ScienceRise ◽  
2016 ◽  
Vol 1 (5 (18)) ◽  
pp. 17
Author(s):  
Віталій Миколайович Бойчук
Keyword(s):  
Professional Competence ◽  
Technology Teacher

scholarly journals Factors Facilitating Teacher’s Professional Competence Development

Linguaculture ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 103-112
Author(s):  
Alyona Shyba
Keyword(s):  
Language Learning ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Professional Competence ◽  
Foreign Language Learning ◽  
Interactive Methods ◽  
Personality Factor ◽  
Teaching Staff ◽  
Affective Factors ◽  
The Impact

The objective of the article is to further study the concept “teacher’s professional competence” as well the ways of its formation. The research was conducted among the students as prospective teachers, and teaching staff of Yuriy Fedkovych Chernivtsi National University. The analysis of the research helped prove the essential role of some factors in the professional development of future teachers. In particular, such factors as knowledge of the teaching subject, knowledge of effective teaching methods and skills to implement them, the importance of teaching practice, the personality factor, teacher’s self-education were singled out. Therefore, the paper aims to outline a few ideas on how to ensure the implementation of the above-mentioned considerations. We also dwell upon the impact of the human behavior on the process of foreign language learning and teaching. That is why knowledge about affective factors is consequential in the academic process and using some interactive methods can also help lower the affective filter. Types of motivation and ways to enhance it are described in the paper too.

scholarly journals Mastering the basics of pedagogical skills as a pedagogical condition of forming the professional thinking culture of the prospective teachers

2021 ◽  
pp. 110-121
Author(s):  
Larysa Kovalchuk ◽  
Keyword(s):  
Prospective Teachers ◽  
Professional Growth ◽  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Integrative Model ◽  
Pedagogical Training ◽  
Teacher Skills ◽  
Literary Sources ◽  
Pedagogical Skills

The article clarifies theoretical, methodological, organizational and methodical, practical, diagnostic-corrective aspects of studying the issue of students mastering their basic pedagogical skills. It is viewed as a pedagogical condition for forming the culture of the prospective teachers’ professional thinking. The author substantiates methodological approaches (systemic, synergetic, activity-based, personal, culturological, competence-based) in the basis of the research tasks and analyses scientific literary sources to identify the essence of pedagogical skills. In the study, pedagogical skills are considered as an integrated set, the triad of the terms “teacher-pedagogical skills-skillsˮ. By pedagogical skills, the author means a dynamic unity of personal qualities, values, professional competence, developed pedagogical abilities and experience, which contribute to the creative activity, successful professional growth and self-realization of a teacher. The integrative model described in the article, represents the structure of pedagogical skills. It is determined that the structural components of pedagogical skills are humanistic orientation, professional competence, pedagogical technique, pedagogical abilities and pedagogical experience. On the example of professional and pedagogical training of the students in the Faculty of Chemistry, the author presents the content, methods, and organizing forms of educational process, which ensure students’ mastery of basic pedagogical skills. They are mainly developed at various pedagogical courses, methodology of teaching or teaching practice in higher education institutions. Certain criteria and indicators determine the levels of studentsʼ acquisition of pedagogical skills. They were defined during the pedagogical experiment conducted at the Faculty of Chemistry. Keywords: pedagogical activity, teacher, skills, pedagogical skills, professional skills, culture of professional thinking.

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