scholarly journals Application of Methodical Problems in Forming Professional-Technological Competence of Future Physics Teachers

2020 ◽  
Vol 6 (7) ◽  
pp. 357-362
Author(s):  
R. Isaeva
Keyword(s):  
Educational Process ◽  
Physics Teachers ◽  
Technological Competence ◽  
Decision Logic ◽  
Technological Competencies ◽  
Methodological Problems

The article discusses the role and importance of methodological tasks in the preparation of future physics teachers. In order to form professional and technological competencies in students, a system has been developed for the compilation and application of methodological tasks in the educational process, which consists of the following components: didactic goals, the didactic basis for compiling methodological problems, solution conditions, decision logic, stages of solving methodological problems.

scholarly journals Application of the Delphi Technique to Determine the Technological Competencies of a Faculty Member

2021 ◽  
Vol 10 (4) ◽  
pp. 2089-2103
Author(s):  
Yurii O. ◽  
Petro I. ◽  
Svitlana M. ◽  
Mariia M. ◽  
Volodymyr P.
Keyword(s):  
Comparative Method ◽  
Educational Process ◽  
Faculty Members ◽  
Expert Assessment ◽  
Student Survey ◽  
Assessment Technique ◽  
Technological Competence ◽  
Empirical Level ◽  
Independent Expert ◽  
Technological Competencies

<p style="text-align: justify;">The formed primary level and dynamic and sustainable development of technological competence provides quality management of teaching activities, increases the efficiency of the educational process, accelerates the achievement of pedagogical goals. Delphi expert assessment technique is increasingly used in the paradigm of pedagogy. Due to the set of advantages and objectivity of assessments, it has become the dominant method of this study. The objective of the study is to determine the current level of manifestation of technological competencies, as well as generalized prospects for development and improvement of the identified level within the selected group of freelance teachers using the technology of independent expert assessments –the Delphi method. In general, the following methods were used in the current study: methods of data collection and coordination, anonymous brainstorming, Delphi expert assessment technique, statistical and mathematical processing of results through Delphi formulas, comparative method, generalisations. The diversified approach to the interpretation of the technological competence of faculty members allowed determining: a) the level of faculty members’ knowledge of modern educational technologies at 89.1%; b) activity-practical aspect of training at 83.0%; c) dissonance between the theoretical and empirical level of teacher training and the algorithm for fulfilling the potential in practice at 21.5%; d) mastery of individual creative technologies for the organisation of an effective educational process at 55.9%; e) forecasted development of technological competencies of faculty members in the 5-year perspective under the condition of application of special control and skill trainings at 50.7%. Conclusion of the study is that according to the arithmetic mean of experts’ assessments of differentiated levels of technological competence, the overall level was 75.1%. The average result of the initial student survey on the estimating of the teachers’ technological competence was 69.7%. The difference of 5.4% between the data allows stating that both methods were relevant in this particular case.</p>

Organizational and methodological problems of training future teachers in a distance learning format

2021 ◽  
pp. 36-45
Author(s):  
A. A. Zubrilin
Keyword(s):  
Distance Learning ◽  
Educational Process ◽  
Professional Activity ◽  
Technological Basis ◽  
University Teachers ◽  
Negative Results ◽  
State Pedagogical ◽  
Development Technology ◽  
Elective Course ◽  
Methodological Problems

The article describes the problems (organizational, technical, methodological) faced by university teachers when switching to a distance learning format. On the example of the Mordovian State Pedagogical University named after M. E. Evsevjev, the solution of some problems associated with the organization of distance learning and the peculiarities of building the educational process in new conditions is demonstrated. The platforms that served as the technological basis for launching distance learning at MSPU, in particular LMS Moodle, are described. The examples of preparation of future bachelors of pedagogical education, studying informatics, for professional activity in conditions when training becomes mixed, that is, part of the classes can be conducted in person, and part — in a distance format are given. The methodology for conducting an elective course “Development technology and methodology for conducting elective courses in informatics” using distance technologies are described. The structure of the course is given, highlighting the modules and the content that should be learned during the course. Recommendations for conducting classes in this discipline are given. The conclusion is made about the positive and negative results of distance learning and its further prospects.

scholarly journals Technological competencies required for the intermediate and high school female teachers to use the interactive whiteboard within the classroom

2019 ◽  
Vol 3 (22) ◽  
Author(s):  
Mashael Abdulrahman Al-Qaraawi ,  Abu Bakr Yousef Ghannam
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Educational Process ◽  
Interactive Whiteboard ◽  
Highly Qualified ◽  
School Teachers ◽  
Secondary Stage ◽  
Design Activities ◽  
Technological Competencies

    The current research aimed at identifying the technological competencies required for intermediate and secondary school teachers to activate the use of interactive whiteboards in the classroom. To achieve this goal, the question of technological competencies for middle and high school teachers was answered to activate the use of the interactive whiteboard in the classroom. Based on the objective of the research and its questions، the researcher used the descriptive method for its relevance to the research. The sample included (40) teachers of the intermediate and secondary stage in Al-Fursan Private Schools for Girls in Riyadh who used the Smartboard in teaching. The researcher used the questionnaire to collect the necessary data to answer the study questions. The responses were analyzed using the following statistical methods: frequencies، percentages, arithmetic mean، Pearson coefficient to measure the validity of the internal consistency of the study instrument، and Vacronbach coefficient in order to measure instrument stability. The most important results of the research are that the members of the research sample have three design competencies needed to activate the use of the interactive whiteboard in the classroom to a high degree: the ability to design a lesson، master the techniques of evaluation and the ability to design activities، all using interactive whiteboard. The study also concluded that incentives were given to the teacher who uses interactive whiteboard in teaching, and also to design modern buildings for educational institutions in accordance with the requirements of presentation and use of the interactive whiteboard in the classroom. The study recommended the educating middle and secondary school teachers about the importance of using interactive whiteboard in the educational process at all levels، and also working on attracting highly qualified human cadres for the success of the interactive whiteboard.    

THEORETICAL AND METHODOLOGICAL PROBLEMS OF USING DIGITAL EDUCATIONAL RESOURCES OF THE FUTURE TEACHER

2020 ◽  
Vol 69 (1) ◽  
pp. 421-425
Author(s):  
B.D. Sydykhov ◽  
◽  
A.B. Kassiyetova ◽  
N.B. Dikambay ◽  
◽  
...  
Keyword(s):  
Educational System ◽  
Teaching Methods ◽  
Educational Process ◽  
Future Teacher ◽  
Educational Resources ◽  
The Future ◽  
Methodological Problems ◽  
Pedagogical Literature

The article discusses some theoretical and methodological problems of using the digital educational resources of a future teacher. The study determines that the integrated use of the capabilities of information and telecommunication technologies in education can be achieved through the development and use of multifunctional digital educational resources that meet the current needs of the educational process, the features of the content, teaching methods and forms. The authors in the article, analyzing the scientific and pedagogical literature, the authors strive to show the direction of the introduction of digital educational resources in the educational process and the psychological principles of development necessary for their description and use, as well as the basic requirements of the educational system in digital educational resources.

STUDYING THE PROBLEMS OF APPLIED POLITICAL SCIENCE IN THE PROCESS OF TEACHING POLITICAL SCIENCE

2021 ◽  
pp. 27-34
Author(s):  
I.Yu. Zalysin ◽  
Keyword(s):  
Political Science ◽  
Professional Training ◽  
Analog Computer ◽  
Educational Process ◽  
Basic Principles ◽  
Political Events ◽  
Methodological Problems ◽  
The Relationship

The article is devoted to the methodological problems of studying the section "Applied Political Sci-ence" in the course of political science. Revealed its role in the educational process, the relationship with other sections of the discipline. The structure of applied political science, its subject, methods and specificity in relation to theoretical political science are shown. Analyzed the most important problems that need to be considered in the study of applied political science. Particular attention is paid to the analysis of political forecasting and its importance in the management of social and political events and processes. The essence and basic principles of political modeling, the typology of models: material, analog, computer, etc. are con-sidered. Methodological recommendations are given for considering the topics of the section in lectures and practical classes, their importance in the professional training of bachelors is shown.

The need to improve the technological competencies of lecturers in the context of digitalization of the educational process

2020 ◽  
Vol 12 (151) ◽  
pp. 460-462
Author(s):  
A.S. TIMOSCHUK ◽  
◽  
M.V. ADAMOV ◽  
N.M. NIKISHKIN ◽  
◽  
...  
Keyword(s):  
Educational Process ◽  
Technological Competencies

scholarly journals FEATURES OF FORMATION OF DESIGN AND TECHNOLOGICAL COMPETENCE BY MEANS OF 3D-MODELING

2020 ◽  
Vol 1 (191) ◽  
pp. 170-175
Author(s):  
Maksym Khomutenko ◽  
◽  
Mykola Sadovyi ◽  
Olena Tryfonova ◽  
Halyna Kurnat ◽  
...  
Keyword(s):  
Human Activity ◽  
3D Modeling ◽  
Human Life ◽  
Physical World ◽  
Modern Technology ◽  
Educational Process ◽  
Design And Technology ◽  
Modern World ◽  
Professional Activities ◽  
Technological Competence

The modern world society is on the threshold of total digitalization of all spheres of human activity. As a result, the process of digitalization has become widespread at the beginning of the 21st century. Ukraine does not stand aside from these processes. She joined the process of digital transformation. The Cabinet of Ministers of Ukraine approved the Concept for the Development of the Digital Economy and Society of Ukraine for 2018–2020. Digitalization provides for the saturation of the physical world with electronic-digital devices, means, systems and the establishment of electronic communication between them. Readiness to use information and digital resources in professional activities over time becomes decisive for the industry. The number of jobs in Ukraine that require employees to have at least a basic understanding of information and communication and digital technologies is growing rapidly. The ability to use modern technology is becoming one of the main requirements for staff. There is a problem of reviewing the competencies that must be formed in students in accordance with the requirements of the time. One of such competencies is design and technology. Therefore, in the article we focused on the problem of forming project-technological competence in students by introducing 3D-modeling in the educational process of technical, physical-mathematical and natural sciences. 3D-modeling software allows you to transform ideas into models that can be used in teaching, design, architecture, cinema and many other areas of human life. Today, there are many programs used for 3D-modeling. They differ in the degree of complexity and the functionality required for the task. To ensure the formation of design and technological competence in the educational process, we propose to use the program Blender version 2.82a. We offered an example of practical work «Transparent vase and fabric simulation» performed using the Blender program. We have described in detail the stages of creating an object. We have developed elements of the methodology of formation of design and technological competence during the implementation of 3D-modeling. Its contribute to the renewal of the content of education and educational technologies, which aligns them with the modern needs of society. Total digitization of all areas of human activity outlines the prospects for further development in the direction of improving the organization of the educational process.

scholarly journals APPLICATION OF CONTENT-LANGUAGE INTEGRATED LEARNING IN POLYLINGUAL TEACHING OF PHYSICS

2020 ◽  
Vol 72 (4) ◽  
pp. 92-96
Author(s):  
E. Anayeva ◽  
◽  
D. Baimolda ◽  
Keyword(s):  
Teaching Methods ◽  
Educational Process ◽  
Medium Of Instruction ◽  
Integrated Learning ◽  
Actual Problem ◽  
Physics Teachers ◽  
Multilingual Education ◽  
Education Today ◽  
Physics Course

This article is devoted to the actual problem of multilingual education today in the context of the introduction of updated educational content. The main tasks of updating the content of physics in schools reflect the need to improve the professional and methodological training of future physics teachers in English in the context of modernizing educational programs in higher education. The content of physics in pedagogical universities should correspond to the school physics course, physics should be integrated with methodological disciplines and be taught in English. This, in turn, will improve the quality of professional and methodological training of future physics teachers. The use of subject-language integrated teaching methods in the educational process for the implementation of multilingual education is given. Two methods: Content Language Integrated Learning (CLIL) and English аs a Medium of Instruction (EMI) are considered as a learning tool.

scholarly journals Solving school Olympiad problems as a means of quality profession-oriented training of future Physics teachers

2021 ◽  
Vol 2021 (2 (135)) ◽  
pp. 60-67
Author(s):  
Mykhailo Yatsura ◽  
Anna Gamarnyk ◽  
Andriy Bezhenar ◽  
Olga Tadeush ◽  
Darya Yemelyanova
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Future Teachers ◽  
Physics Teachers ◽  
Physical Problems ◽  
Teachers And Students ◽  
Information And Communication ◽  
Independent Work ◽  
Teaching Physics

The relevance of the study is explained by the need to increase the level of teaching Physics, to identify and develop creative abilities of both schoolchildren and students, future teachers of Physics. The preparation for Olympiads and their holding helps to raise interest in Physics. The analysis of scientific sources shows that, despite the interest of scientists in the problem of organising and improving the preparation of students for the Physics Olympiads, this problem needs further study. In particular, the pedagogical conditions for preparing students for the Physics Olympiads have not been identified; effective methods, forms and means of teaching, possibilities of information and communication technologies aimed at training students for the Physics Olympiads have not been sufficiently studied, which is especially relevant in distance training. The purpose of the study is to identify and implement pedagogical conditions for training students majoring in Secondary Education (Physics) at Ushynsky University, to develop skills in solving school Olympiad problems. In accordance with the set goal, pedagogical conditions for preparing future Physics teachers to solve school Olympiad problems have been identified and introduced into the educational process, namely: creation of interactive interaction between teachers and students in the process of solving Olympiad problems; use of modern Internet technologies, distance learning methods in the educational environment as an important factor in intensifying independent work in the process of profession-oriented training in solving school Olympiad problems. According to students, the introduction of certain pedagogical conditions contributed to increasing the level of profession-oriented training aimed at future teachers of Physics, the development of these skills: the ability to interest students in Physics; create an atmosphere of emotional enthusiasm in teaching Physics; teach basic algorithms and approaches to solving non-standard problems; to teach non-standard thinking and initiative not only in solving physical problems, but also in solving life situations; to increase the level of knowledge of English in a professional direction.

THE METODS OF TEACHING IN DESIGN. TOWARDS THE CHANGES

2015 ◽  
Vol 5 (2) ◽  
pp. 28-33
Author(s):  
Yulia Viktorovna KISLINSKAYA
Keyword(s):  
Comparative Analysis ◽  
Teaching Methods ◽  
Design Education ◽  
Traditional Education ◽  
Educational Process ◽  
General Description ◽  
Innovative Methods ◽  
Methodological Problems ◽  
The Common ◽  
Russian Universities

The article views the new (innovative) methods and the problems of teaching in design in the Russian educative system. The general description of teaching methods is given and the methodological problems in contemporary design-education are defined, conceptual and terminological meaning of innovation in educational process is specified. The comparative analysis of two methods developed and tested in some russian universities of architecture is done, their base principles and the common points are noted and the differences between them as well as their attitude towards traditional education system of design in Russia are viewed. The conclusions about the possibility of these methods application in practice are proposed.

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