scholarly journals USING COCALC AS A TRAINING TOOL FOR MATHEMATICS TEACHERS’ PRE-SERVICE TRAINING

2018 ◽  
Vol 68 (6) ◽  
pp. 251
Author(s):  
Maiia V. Popel
Keyword(s):  
Mathematics Teachers ◽  
Professional Training ◽  
Professional Competence ◽  
Cloud Service ◽  
Professional Competencies ◽  
Cloud Infrastructure ◽  
Training Tool ◽  
Proposed Model ◽  
Service Training ◽  
Competence System

This paper deals with the problem of theoretical justification and development of scientific and methodological support for using the cloud service CoCalc as a tool for the formation of mathematics teachers’ professional competencies. The following contradictions exist concerning the processes of forming these competencies: between the level of abstraction of mathematical objects and the possibilities of providing their visualization by computer interpretation; between the expediency of widespread use of ICT services for mathematical purposes in the training of pre-service teachers of mathematics and the lack of opportunities for their provision to ICT subdivisions and pedagogical universities; between the feasibility of using ICT outsourcing of cloud infrastructure for the pre-service training of mathematics teachers in Ukraine and the non-adaptability of foreign cloud-based mathematical services to the requirements of national educational standards; between the possibilities of application of cloud mathematical services in the process of formation of professional competencies of mathematics teachers and the absence of an adequate method for their implementation. The paper describes the professional training of mathematics teachers in universities of Ukraine, and considers the national and foreign experience of using the cloud-based services in mathematics teachers’ pre-service training and also the tendencies and prospects of using CoCalc in teaching mathematical disciplines. The process of system design of mathematics teachers’ professional competencies is characterized, and the model of using the cloud service CoCalc as a tool for forming mathematics teachers’ professional competencies is developed. The indicators and levels (high, sufficient, medium, low) were identified for each component of the pre-service mathematics teachers’ professional competence system within the proposed model. The method of using CoCalc as a tool for forming professional competencies of mathematics teachers is developed and its basic components such as purpose, content, tools, methods and results are elaborated. Information regarding the stages of research and also the experimental work objectives and content are presented; the quantitative and qualitative analysis of the main stages (ascertaining, formative) of the pedagogical experiment is performed, confirming the hypothesis of the study.

scholarly journals The Impact of Microteaching on Professional Competencies of Pre-Service Teachers of Students with Learning Disabilities

2016 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Mohammad Mousa AL-Salahat ◽  
Suhib Saleem Saleem
Keyword(s):  
Learning Disabilities ◽  
Student Teachers ◽  
Professional Competence ◽  
Professional Competencies ◽  
Students With Learning Disabilities ◽  
Service Training ◽  
Resource Rooms ◽  
Faculty Of Education ◽  
The University ◽  
The Impact

The aim of the present study was to examine the impact of microteaching on professional competence among four pre-service student teachers enrolled in the program of special education for students of learning disabilities in the Faculty of Education. The researchers indicated the theoretical conceptions of professional competencies, pre-service training, practicum in learning disabilities, and microteaching. The study conducted through three stages: baseline, intervention, and follow up. The researchers used a checklist as the tool of the study. The study was conducted during the field training of the subjects as they were asked to prepare and carry out the entire individual teaching lesson in the resource rooms affiliated to the public education schools. Microteaching sessions were also administrated at the university campus in Najran. The results of the study indicated significant improvements in the professional competencies among the four pre- service students as it was moderate at baseline (68%) for the four participating pre-service students. The subjects maintained the targeted skills in one measurement and after two weeks of the study (89%) indicating the significance of the microteaching in developing pre- service teachers required skills.

scholarly journals Content of Pedagogical Education in the Modern World: Meanings, Problems, Practices and Development Prospects

2021 ◽  
Vol 18 (4) ◽  
pp. 667-691
Author(s):  
Aleksandr G. Bermus ◽  
Vladislav V. Serikov ◽  
Natalya V. Altynikova
Keyword(s):  
Critical Analysis ◽  
Professional Training ◽  
Professional Competence ◽  
Professional Socialization ◽  
Educational Environment ◽  
Modern World ◽  
Psychological Mechanisms ◽  
Proposed Model ◽  
State Of Practice ◽  
Development Prospects

The article examines modern ideas about the nature of pedagogical activity, providing a critical analysis of the state of practice and scientific research on the problems of pedagogical education and reconstructing a set of methodological ideas, concepts and schemes related to ideas about the content and forms of pedagogical education. The authors present approaches to solving such problems as the modern understanding of the essence of pedagogical activity and the trends of its transformation in connection with the changed educational space, new functions of the teacher in the digital educational environment; crisis phenomena in pedagogical education and ways to overcome them. In this vein, the authors consider the concept of pedagogical education, substantiating its goals, content options and psychological mechanisms for mastering pedagogical activity. The proposed model of the process of professional socialization of teachers reveals the content, technologies and criteria for their effective professional training, dialectics of psychological, pedagogical and subject components in the structure of professional competence. Consideration is also given to the environment of a pedagogical university as a source of development of pedagogical experience and personal and professional qualities of teachers. The article may be of interest to researchers and organizers in the field of pedagogical education.

scholarly journals Cloud and Mobile Systems as a Means of Forming Professional Competencies in Economics and Engineering Students

Webology ◽  
2021 ◽  
Vol 18 (Special Issue 04) ◽  
pp. 665-686
Author(s):  
Lyubov Mikhailovna Tyger ◽  
Mikhail Vctorovich Afonin ◽  
Vladimir Dmitrievich Sekerin ◽  
Svetlana Ivanovna Artemyeva ◽  
Anatoly Nikolaevish Andreev ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Professional Training ◽  
Engineering Students ◽  
Professional Competence ◽  
Communicative Competence ◽  
Cloud Services ◽  
Mobile Systems ◽  
Professional Competencies ◽  
Information And Communication ◽  
Cloud Technologies

The study is relevant since there is a contradiction between growing requirements for the informational and communicative competence of different students, including the use of cloud-based computer modeling systems, and the insufficient use of cloud technologies in teaching bachelors of economics and technology. The study aims at determining cloud-based systems that are advisable to use as a means of forming the professional competencies of future specialists in economics and technology and developing guidelines for their use. Based on the analysis of various programs, the authors have proved that the most appropriate is the use of specific software in the professional training of future specialists. Scattered software and cloud services need integration based on unified access that a Google account can provide. They also developed a method of using cloud technologies as a means of forming the informational and communicative competence of bachelors of economics and technology. The use of cloud-based information and communication technologies ensures an increase in the level of professional competence of future specialists.

scholarly journals Development of Information Model of Forming Basic Educational Programs in the Light of Professional Competencies

2015 ◽  
Vol 2 ◽  
pp. 30
Author(s):  
Lilia Motaylenko ◽  
Olga Poletayeva ◽  
Sergey Lyokhin
Keyword(s):  
Professional Competence ◽  
Information Model ◽  
Educational Programs ◽  
Professional Competencies ◽  
Model Based ◽  
Proposed Model

This paper describes the process of forming the basic educational programs to the professional competence of the proposed model based on a competency areas.

scholarly journals Kompetentnist u pidhotovtsi maibutnikh ofitseriv z moralno-psykholohichnoho zabezpechennia na viiskovii kafedri universytetu [Competence in training future officers for moral and psychological support at the military department of the university]

2021 ◽  
Vol 4 (1) ◽  
pp. 33-40
Author(s):  
S. A. Babak ◽  
A. V. Stadnik ◽  
I. V. Neminskyi
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Block Diagram ◽  
Armed Forces ◽  
Psychological Support ◽  
Professional Competencies ◽  
Structural Scheme ◽  
Psychological Conditions ◽  
The University ◽  
The Military

Background: Training of future officers of moral-psychological support at the military department of the university involves the formation of knowledge, skills, professional and personal psychological qualities acquired in the process of professional training, providing the ability to constantly exert psychological influence on the subordinate unit by performing functional duties. Purpose: To determine the psychological conditions for the formation of future officers’ professional competencies on moral-psychological support during training at the military department of the university, based on analysis and conclusions to create a structural scheme of their formation. Materials and Methods: Research methodology is based on theoretical and practical experience, analysis of special psychological literature study and generalization of professional experience in the Armed Forces of Ukraine and other military formations. Results: The developed matrix of the officer for moral-psychological support of the Armed Forces of Ukraine is formed from general, special and main (psychological study, psychological training, psychological support, recovery (rehabilitation) knowledge, skills and abilities. The proposed structural scheme for the formation of future officers’ professional competence on moral-psychological support in the process of acquiring capabilities at the military department of the university consists of the following blocks: the necessary professional competencies; main, general and special competencies; general and professional requirements for the training of officers for moral and psychological support; educational and methodical support; diagnosing competencies in the learning process. Conclusions: Determined psychological conditions for the formation of the officer’ professional competencies on moral-psychological support is an effective tool for organizing a system of training a competent professional. The proposed block diagram is open, constantly evolving, and, if necessary, can be supplemented with new components in the future.

scholarly journals PROFESSIONAL DEFICITS AMONG MATHEMATICS TEACHERS AND THEIR CAUSES

2021 ◽  
Vol 56 (2) ◽  
pp. 82-92
Author(s):  
L.V. Shkerina ◽  
Keyword(s):  
General Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Professional Training ◽  
Professional Competence ◽  
Federal State ◽  
School Students ◽  
Educational Standard ◽  
Professional Teacher ◽  
State Educational

Statement of the problem. The reform of Russian education, which is in demand by the rapid technical development of all branches of production, is associated with the search for opportunities for appropriate changes in its content and methodological aspects. The general education school requires more and more from a teacher, thus creating a certain tension in terms of the growth of professional deficits among teachers. The purpose of the article is to determine the main approaches to identifying professional deficiencies among mathematics teachers, their structure and causes. Methodology (materials and methods). The research methodology consisted of a competence-based approach as the basis for structuring the professional competencies of a mathematics teacher; a systematic approach as a basis for diagnosing professional deficiencies of a mathematics teacher; Federal State Educational Standard of Higher Education in the direction of training “Pedagogical education”, professional standard “Teacher (pedagogical activities in the field of preschool, primary general, basic general, secondary general education)”; module “Discipline training. Mathematics”, the requirements of the Federal State Educational Standard for the mathematical training of secondary school students. Research results. The composition of professional deficits among mathematics teachers was revealed and substantiated: discipline-wise, methodological and general pedagogical competencies. The main causes for the emergence of professional deficits among mathematics teachers are formulated: shortcomings of professional training at the university; inconsistency of terms in the requirements for professional competence in the Federal State Educational Standards and the Professional Teacher Standard; overestimated requirements of the employer in terms of the workload; insufficient dissemination of experience obtained from individual advanced training of a mathematics teacher. Conclusion. The approach proposed in the article to structuring the professional deficits among mathematics teachers and describing the complex of causes for their occurrence can be extended to the study of professional teacher deficits in other subject areas.

scholarly journals Pedagogical practice and professional training of mathematics teachers

2013 ◽  
Vol 54 ◽  
Author(s):  
Nijolė Cibulskaitė ◽  
Vytautas Bernotas
Keyword(s):  
Quantitative Analysis ◽  
Computer Science ◽  
Mathematics Teachers ◽  
Empirical Data ◽  
Professional Training ◽  
Teaching Practice ◽  
Professional Competencies ◽  
Pedagogical Practice ◽  
Teaching Career ◽  
Educational Sciences

The aim of this paper is to highlight the features of the improvement of student’s professional competencies in the final stage of the pedagogical studies in the Lithuanian University of Educational Sciences. 84 students of the fourth year studies of mathematics and computer science specialty were interviewed using questionnaire. The research methods: statistical quantitative analysis of empirical data; qualitative analysis of students’ reports of carried out teaching practice. The results revealed: the studies of mathematics didactics and teaching practice effectively helped students develop their professional competencies; the experience gained during the teaching practice determinated student’s choosing of teaching career mostly.

scholarly journals The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers

2021 ◽  
Vol 16 (4) ◽  
pp. 1976-1996
Author(s):  
Mizambayeva Ferizat ◽  
Baimyrzayev Kuat
Keyword(s):  
Teacher Training ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Professional Training ◽  
Professional Competence ◽  
Transactional Analysis ◽  
Interactive Teaching ◽  
Service Training ◽  
Training Professional ◽  
Pre Service Teacher

The pre-service training of competent geography teachers requires searching for effective teaching methods to increase their professional competence. The study aims to determine the effectiveness of interactive teaching methods for teaching geography during the pre-service teacher training. The ideas of transactional analysis and interactionism underlay the interactive teacher training of 260 students from Kazakh universities. The survey revealed interactive teaching methods positively influence the readiness of pre-service teachers to enhance their professional competence.  This research confirms the importance of using interactive teaching methods to promote students’ engagement and cooperation during the pre-service teacher training.   Keywords: pre-service teacher training; professional competence; pre-service geography teacher; interactive teaching methods; methods for teaching geography;

scholarly journals Developing the Readiness of Correctional Officers to Act in Emergency Situations in the Context ofImplementation of the Competence-Based Approach in Educational Process

2021 ◽  
Vol 15 (2) ◽  
pp. 451-460
Author(s):  
ELENA S. LOBANOVA ◽  
TAT’YANA V. KIRILLOVA ◽  
VASILII V. SMYKOVSKII
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Correctional Officers ◽  
Integrated Approach ◽  
Educational Programs ◽  
Educational Process ◽  
Professional Competencies ◽  
Educational Institutions ◽  
Correctional Staff ◽  
Emergency Situations

Introduction: the article analyzes possibilities and topical issues of developing the readiness of correctional officers to act in emergency situations in educational process in educational institutions, taking into account requirements of the competence-based approach. Aim: to identify problems and ways to address them in the framework of developing cadets’ readiness to act in emergency situations in penal institutions; the aim is achieved with the help of the following means: generalization of pedagogical experience in the application of the competence-based approach in education and the requirements of professional activity of penitentiary system staff; and analysis of the content of educational programs and programs of academic disciplines. Methods: theoretical analysis of the research problem, theoretical methods of formal and dialectical logic, analysis of documents and statistical data, survey, interpretation. Results: analysis of the content of educational programs implemented in educational institutions of the Federal Penitentiary Service, analysis of the requirements of professional and official activities dictated by the increased level of criminal danger of persons serving sentences in conditions of deprivation of liberty, analysis of the level of professional training of staff, analysis of the expectations of the heads of penitentiary institutions regarding the professional competence of graduates of educational institutions who are then employed as correctional staff – all this has shown the need to implement a comprehensive approach so as to form cognitive, behavioral, and motivational-value components of readiness for emergency situations, the need to supplement professional competencies that reflect the discussed readiness in relation to various specialties, and the need to conduct regular training in this area, especially in senior courses. Conclusions: in order to develop readiness in correctional staff efficiently, it is advisable to pay attention not only to the formation of cognitive and activity-based components, which are mainly focused on the content of educational disciplines, but also to the motivational and value-based components; circumstancthe formation of the readiness involves, along with the study of special disciplines, organization of psychological training of cadets, which contributes to the implementation of an integrated approach; it is appropriate to develop general professional competencein cadets that would reflect aspects of readiness to act in emergency situations regardless of the specialty obtained; it is important to update the knowledge and skills of how to act in the event of emergencies at the final stage of training. Keywords: Emergency situations; readiness for action; competence-based approach; competence; professional competencies; educational process; educational program; integrated approach

scholarly journals Training of Occupational Therapists in Ukraine: Competencies and Criteria for their Evaluation (Experience of the French School)

2020 ◽  
Vol 5 (5) ◽  
pp. 285-292
Author(s):  
M. A. Mazepa ◽  
◽  
O. I. Tyravska ◽  
N. O. Ivasyk ◽  
O. A. Bas
Keyword(s):  
Physical Therapy ◽  
Occupational Therapy ◽  
Professional Education ◽  
Professional Training ◽  
Professional Competence ◽  
Occupational Therapists ◽  
Occupational Therapist ◽  
Educational Process ◽  
Professional Competencies ◽  
French School

Competence approach in the training of future occupational therapists makes it possible to determine the degree of readiness of students for purposeful professional activity. Assessment of the acquisition of competencies by university students remains a serious problem that requires discussion after the application of various assessment methods in the educational process. The purpose coverage of the component of professional competencies and criteria for their evaluation in the teaching of occupational therapy based on the French experience. Material and methods. In this paper we studied professional competencies of a French occupational therapist to obtain a state diploma "Occupational Therapist". We used the following methods: analysis, generalization and systematization of information of scientific and methodical literature. Results and discussion. Training in occupational therapy is carried out at the departments of physical therapy in the specialty 227 – "Physical Therapy, Occupational Therapy", which provides two specializations: 227.1 – "Physical Therapy" and 227.2 – "Occupational Therapy". Thus, the component of professional competence is a structural component of the educational program for the training of competent professionals who are able to use the acquired knowledge, skills and abilities in practice. In 2019, the Commission of Specialists at the Ministry of Education and Science of Ukraine developed a draft educational and professional training program for occupational therapists. In this project, professional competencies are divided into 5 professional competencies of the specialty and 14 professional competencies of the specialization. In order to receive a state diploma in occupational therapy, the Decree of the Ministry of Social Affairs and Health of France prescribes ten professional competencies that must be mastered by a future specialist. At the same time, this document contains criteria for assessing the student's acquisition of these competencies. This Decree contains the following criteria for assessing professional competencies: “What allows us to say that the skill has been mastered? What exactly do we want to check? What visible signs of a student's acquisition of competence can be observed? What are the signs of good results?” Conclusion. Professional competencies and criteria for their evaluation, which form the basis of training occupational therapists in France, can be considered a complex multidimensional education, which was formed in the process of acquiring professional education and is a powerful motivating factor for training competitive professionals, which direct the perception of goals, values, content, results and features of this activity. This experience of the French school can be useful for the preparation of educational and professional, syllabus and work programs in occupational therapy

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