scholarly journals The evaluation of application efficiency of competency-oriented technologies in professional training of natural sciences teachers

2022 ◽  
Vol 1 (6) ◽  
pp. 19-23
Author(s):  
Oksana Vorobyova ◽  
◽  
Natalia Kutsenko ◽  
Keyword(s):  
Professional Training ◽  
Natural Sciences ◽  
Application Efficiency

scholarly journals DEVELOPMENT OF SYSTEM OF NATURAL-SCIENCE COMPETENCES FOR THE PROFESSIONAL TRAINING QUALITY ENHANCEMENT

2010 ◽  
Vol 2 (1) ◽  
pp. 31-41
Author(s):  
Natallia Belavusava
Keyword(s):  
Natural Science ◽  
Professional Education ◽  
Professional Training ◽  
Natural Sciences ◽  
Educational Process ◽  
Evaluation Methodology ◽  
Quality Of Education ◽  
Science System ◽  
Science Disciplines

The main mechanism that guarantees the quality of education in Republic of Belarus is based on the state educational standards. According to the current standards, the aim of professional training is to obtain an integrat-ed result: expert (professional) skills coupled with solid general education. This education is build upon the de-velopment of a common system of competences. Therefore, the quality of professional education is strongly con-nected with the problem of the specialist (who has to possess all necessary skills and competencies) formation method. The problem includes development and advancing of the system of competences in the conditions of the current educational process and elaboration of an evaluation methodology and techniques for this system. Taking into account, that the educational process of high school professional training in Belarus includes the studying of four cycles of disciplines (socially-humanitarian, natural-science, general professional and special professional), it is essential to investigate the influence of each of the cycles on the final system of competences formation. In the present article, the capability of the natural-science disciplines cycle for the handling of the pro-fessional system of competences development is discussed in reference to military specialties. It has been found that during the professional disciplines studying, the replacement (but not integration) of the knowledge received at the previous stage of the natural-science cycle is taking place. It interferes with prin-cipal understanding of natural sciences as a fundamental basis for the professional competence; it does not pro-mote the recognition of cultural and social importance of natural sciences; and, consequently, it does not support the formation of general orientation on continuous self-education in the field of natural sciences. And that is con-sidering that insufficiency of natural-science culture of graduates of military high schools can lead to possible serious economic consequences for the country and risks in the field of national safety. In the course of the experiment, the didactic conditions have been formulated and the model of the peda-gogical process, directed to the elaboration of a persistent natural-science system of competences, has been devel-oped and approved. The incorporation of the conditions and the process does not assume an essential transfor-mation of the volume and structure of class hours allocated to the studying of natural-science disciplines. Intro-duction of the course "Fundamentals of modern natural sciences » in syllabus of the internal security troops de-partment of military academy of Belarus is essentially new. The technique of examination of the integrative abilities of students with use of the methods of fuzzy mathematics was applied for the evaluation of the developed model efficiency. The interest to this method is caused by the possibility use this approach to deal with estimations of competences, which cannot be unequivo-cally structured in an algorithm presentation by definition. Key words: quality of education, educational process, science education, system of competences.

scholarly journals The environment of distant support in the process of training future Natural Sciences teachers to organize pupils’ safe life activities

2019 ◽  
Vol 2019 (4 (129)) ◽  
pp. 77-83 ◽  
Author(s):  
Olga Kropivka ◽  
Natalia Kononets
Keyword(s):  
High School ◽  
High School Students ◽  
Professional Training ◽  
Social Role ◽  
Natural Sciences ◽  
Future Teachers ◽  
School Students ◽  
Interactive Control ◽  
Safe Life ◽  
The Individual

A social role of Natural Sciences teachers has been becoming of particular importance in the context of dynamic changes occurring in the modern educational space. Therefore, the professional training of students, in particular, to organize safe life activities of high school students should be grounded on the combining of deep mastering of the basics of theoretical professional knowledge and skills in applying this knowledge in their future educational activities. Thus, there arises a problem of forming the readiness of future Natural Sciences teachers to organize high school students’ safe life activities. The aim of the study is to substantiate theoretically the pedagogical condition for training future teachers of Natural Sciences to organize high school students’ safe life – to create an environment of remote (distant) support for students in the process of training them to organize of high school students’ safe life activities. It has been found out that the environment of remote support of students in the process of training them to organize of high school students’ safe life activities should be considered as an integrated environment of information and educational resources, software, telecommunication means, rules for their administration and use which provide opportunities for interaction during their learning and self-guided work. It has been proved that creating a remote support environment for students in the process of training them to organize of high school students’ safe life activities (distance course + virtual class), using the services GoogleSites and Google Classroom, will improve the efficiency and quality of the training aimed at future Natural Sciences teachers to organize high school students’ safe life activities, expand the educational and methodological basis, implement an individual approach to learning, provide an interactive control over the fulfilment of tasks alongside with the use of the individual and group methods within the online environment, increase the motivation to learn. Keywords: future teachers, Natural Sciences, safe life activities, pupils, distant education, remote / distant support environment.

scholarly journals PROFESSIONAL TRAINING OF FUTURE TEACHERS OF NATURAL SCIENCES

2021 ◽  
Vol 1 (194) ◽  
pp. 13-17
Author(s):  
Oksana Voitovych ◽  
Keyword(s):  
High School ◽  
Professional Training ◽  
Natural Sciences ◽  
Matter Field ◽  
Professional Activity ◽  
Field Energy ◽  
Future Teachers ◽  
Professional Activities ◽  
The Individual ◽  
Interdisciplinary Interaction

It was established that the professional training of future teachers of natural sciences should be focused on providing an integrated model of education and based on the formation of students a set of general and special (professional) competencies and personal qualities, which are necessary for successful professional activity. Accordingly, the main content components of professional training of future teachers of natural sciences are knowledge of subjects (physics, chemistry, biology, etc.) and their interdisciplinary interaction, understanding of teaching methods, ability to use this knowledge in educational activities and willingness to apply knowledge, skills and abilities in professional activities. The training teacher of natural sciences should be focused on teaching an integrated course «Natural Sciences», which is studied in high school in which natural subjects are not specialized, although his qualifications are a teacher of natural sciences, physics, chemistry, biology, in this specialist has broader qualifications and, accordingly, the range of competencies. Therefore, in addition to the formed competencies in each subject, we expect that in the process of training teachers of natural sciences is also important to integrate the curriculum of mandatory disciplines, which will ensure the formation of a holistic system of knowledge and skills. Analytical review of the programs of the course «Natural Sciences» for high school in terms of their content allowed us to state that they were aimed at the formation of natural sciences competence of the individual, but each provides it differently. While some clearly show the presence of separate semantic blocks of different subjects, in others we see an attempt to make the program more integrated basis on objects of study: matter, field, energy and technology, we anticipate human habitation in the environment and man-made society. We convinced that this approach will be further develops, because it corresponds to the idea of integrativity, embedded in the idea of the emergence of this subject in high school. The introduction of an integrated course «Natural Sciences» in high school forces to move away from the disparate formation of natural knowledge in individual subjects and strengthens the integrative nature of the content of natural subjects. Accordingly, the professional training of future teachers of natural sciences should be improve in the direction of integrating the knowledge, skills and abilities of students in the process of studying the relevant professional disciplines. It was recommended to introduce integrated disciplines in the process of training future teachers of natural sciences, which will ensure their quality professional training.

scholarly journals The essence and mechanisms of environmental competence formation in students of natural science departments

2021 ◽  
Vol 280 ◽  
pp. 09004
Author(s):  
Ruslana Romaniuk ◽  
Olena Antonova ◽  
Oksana Sorochynska ◽  
Olga Tsurul ◽  
Marina Sidorovich
Keyword(s):  
Natural Science ◽  
Professional Training ◽  
Educational Programs ◽  
Positive Influence ◽  
Natural Sciences ◽  
Educational Process ◽  
Interactive Technologies ◽  
Science Departments ◽  
Educational Component

A comparative analysis of the ecological (environmental) educational component of the training in students of Natural Science Departments (Chemistry, Biology, Earth Sciences, Ecology) and future teachers of natural sciences has been carried out. The general and professional competences, program results of training, and applicants training educational programs on the example of several Ukrainian universities are analyzed. It is revealed that the formation of environmental competence is carried out by acquiring environmental education by means of interactive technologies, forms, and methods of organizing the educational process. The positive influence of students’ involvement in research, environmental, ecological, and naturalistic work in extracurricular time on the formation of their environmental competence has been confirmed. The role of educational and industrial practices in the process of students’ professional training and the formation of their environmental competence is emphasized.

scholarly journals The danube river as an activation factor of the ethnopedagogical component of general cultural competence of bachelors in natural sciences

2021 ◽  
pp. 44-51
Author(s):  
Nadiia Gramatyk
Keyword(s):  
Cultural Competence ◽  
Professional Training ◽  
Modern Human ◽  
Natural Sciences ◽  
Future Teacher ◽  
Danube River ◽  
Social Environments ◽  
Modern Natural ◽  
The Future ◽  
Basic Competencies

In accordance with the European parameters of professional training of the new formation of educators, it is mandatory to emphasize the problem of forming in the future teacher the basic competencies of modern human, including an ethnocultural one. The value of this format of professional training is the focus of competence-oriented content of education on the formation of life and worldview of the future teacher, as well as his/her professional self-development. Ethnopedagogical component of training of future bachelors of natural sciences is of particular importance in the implementation of the concept of specialized training in high school and is one of the indicators of professional readiness to implement the multicomponent component of the content of modern natural education. Ethnopedagogy as a component of modern pedagogical science is a powerful resource for the formation of general cultural competence of the future teacher, which reflects a certain level of his/her professional readiness for teaching in the context of interaction of natural and social environments, to emphasize semantic and ideological aspects, to highlight the dominance of new values.

scholarly journals The problem of training future teachers of Natural Sciences: analytical review

2019 ◽  
pp. 126-133
Author(s):  
Nadiia Gramatik
Keyword(s):  
Science Teachers ◽  
Professional Training ◽  
Biology Education ◽  
Natural Sciences ◽  
Educational Process ◽  
Educational Activity ◽  
Future Teachers ◽  
Future Science ◽  
The Future ◽  
Biological Education

The reforming of school natural science education is part of the process aimed at updating educational systems, which has a general European tendency. The content orientation of the field representing natural sciences of general secondary education towards the formation of core competences and effective mechanisms of their introduction causes intensive changes in the training process intended for the future science teachers of the new formation. The component of natural education is biological education which is realized by studying Biology as a school course. Since natural knowledge in the process of external interaction purposefully influence the formation of schoolchildren’s natural outlook, this is the social order that determines the content of biological education and the potential within the education of a certain type of personality. Therefore, the new formats of biological education in the context of the New Ukrainian School are aimed at forming schoolchildren’s motivation for educational and cognitive activities, life competencies, and an active life position. The driving force facilitating the realization of innovations in biological education is a competent teacher as a subject of an innovative educational activity. In this case, the priority way in the professional training of future science teachers is the shift of emphasis from the amount of knowledge to the development of pedagogical interaction skills. This is the ability of the future specialist to work in a team, to negotiate, to make prudent decisions that makes him / her competitive. The basic condition for such an activity is the professional potential of the future teacher which manifests itself in his / her readiness for creative interaction with schoolchildren. The transfer of the study of Biology into the plane of the competence-based educational environment focuses educators’ attention on the person-centred approach to learning. The relationship between the teacher and the schoolchildren should be collaborative, in the course of which schoolchildren become not only the objects of influence, but also become participants of a joint activity. According to these approaches to teaching Biology, the interaction of the subjects of the educational process acquires organized forms of cooperation, the specific characteristic of which is the complementarity of the schoolchild and the teacher. The obviousness of the dialogical educational interaction contributes to the introduction of the elements of teachers’ / students’ creativity into the pedagogical process and motivates them to intellectual growth. Subjectivity as a paradigmatic feature of biology education lies in the pedagogical position of the teacher, since it is profession-oriented and determines the personalization of pedagogical interaction. Therefore, the subjective factor of the pedagogical activity of future teachers of natural sciences becomes a kind of trajectory of self-development and self-affirmation. Keywords: subject, competence-oriented teacher, pedagogical interaction, person-oriented environment, pedagogical communication.

scholarly journals TRAINING FUTURE TEACHERS TO USE PROJECT TECHNOLOGY IN THE TEACHING OF NATURAL SCIENCES

2020 ◽  
pp. 28-36
Author(s):  
N. Hrytsai
Keyword(s):  
Science Teachers ◽  
Professional Training ◽  
Real Life ◽  
Natural Sciences ◽  
Practical Significance ◽  
Factual Knowledge ◽  
Learning Technology ◽  
Project Implementation ◽  
Future Teachers ◽  
New Knowledge

The article reveals the essence and significance of project technology in the teaching of natural sciences in the New Ukrainian school, actualizes the problem of training future teachers to use project technology in the teaching of natural sciences. It is determined that the project method is a learning technology focused not on the integration of factual knowledge, but on their use and acquisition of new knowledge and skills (sometimes through self-education) in the process of performing practical tasks. The article describes the features of projects and their types. Emphasis is placed on educational projects provided by the school curriculum in natural subjects (physics, chemistry, biology). It has been found that the features of project technology are action-oriented, teamwork, self-organization of students, situational orientation, correlation with real life, reliance on previous achievements of each student, their existing experience, interdisciplinary, integrity, focus on the finished product, and a certain result. The main stages of project implementation in general secondary education institutions are analyzed (initiation, work planning, project implementation, project presentation, project reflection, evaluation of results). The advantages of project technology are established: stimulation of students’ independent activity, improvement of information retrieval skills, intensification of research and creative activity of schoolchildren, provision of students’ need for self-realization and self-development, the practical significance of work results, a real result. Sciences allow them not only to acquire new knowledge, to understand the interdisciplinary links in science education, to improve design skills, but also to learn to methodically organize the project activities of pupils and perform interdisciplinary learning projects. That is, the preparation of future science teachers for the application of project technology in professional activities is a mandatory component of their professional training in a higher education institution.

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