scholarly journals Pedagogical Features of the Formation of Pedagogical Ethics in Future Teachers

2021 ◽  
Vol 7 (5) ◽  
pp. 503-508
Keyword(s):  
Higher Education ◽  
Professional Ethics ◽  
Educational Process ◽  
Practical Significance ◽  
Future Teachers ◽  
Professional Duty ◽  
Teacher Professional ◽  
Optimal Coordination ◽  
Ethical Relations ◽  
Competent Reading

The article is devoted to the formation of pedagogical ethics in future teachers and the study of the problems of pedagogical characteristics. It is imperative to pay attention to the knowledge of future teachers because mastering the system of competent reading in higher education is their social and professional duty. Therefore, future teachers need to know the rules and requirements of pedagogical ethics. Because mastering the etiquette of a teacher: professional ethics of future teachers — the formation of knowledge, skills and competencies in the ethics of a teacher; guide, regulate and monitor the coach’s relationship with children, colleagues and parents in the educational process; to learn the norms that must be adhered to in ethical relations between the participants in the pedagogical process, to understand the need for their assimilation; serves to increase the spiritual and moral level of future teachers. The theoretical and practical significance of the study lies in the substantiation of the need for optimal coordination of the priorities of professional development, the need for their competent implementation.

scholarly journals Pedagogical conditions for forming the project competence of future teachers in the university environment

2021 ◽  
Vol 18 (3) ◽  
pp. 103-114
Author(s):  
Olga Yu. Muller
Keyword(s):  
Higher Education ◽  
Education System ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Practical Significance ◽  
Future Teachers ◽  
University Environment ◽  
Wide Range ◽  
The University

The relevance of the problem under study is associated with an important task of the higher education system the preparation of students future teachers for project activities in an educational institution. A modern teacher should have a wide range of knowledge, skills and abilities in the field of project activities. The purpose of the paper is a theoretical substantiation of pedagogical conditions that contribute to the formation of project competence of future teachers in the university environment. As designated pedagogical conditions are named and described: organization of training in cooperation; introduction of an additional course Learning to work on a project into the educational process; the use of the project method as a form of independent work of students in the study of various disciplines of the curriculum. The scientific novelty of the research lies in the fact that pedagogical conditions have been developed and substantiated, contributing to the effective formation of the project competence of future teachers in the conditions of a university. The theoretical significance of the study lies in the fact that its results enrich the theory and methodology of vocational education in the field of forming the project competence of future teachers; complement scientific ideas about the pedagogical conditions for the effective formation of project competence, as well as about the features of its functioning; scientific approaches are systematized. The practical significance of the study lies in the fact that the revealed pedagogical conditions lead to the effective formation of the project competence of future teachers in the conditions of a university. The developed additional course can be applied in the practice of teaching universities in order to improve the quality of professional training of future teachers. The experimental base of the study was the budgetary institution of higher education Surgut State University. The methods used in the research: generalization, analysis and synthesis of information, comparison, analysis of educational and project activities of students. The effectiveness of preparing students - future teachers - for project activities with students is an urgent task in the education system, which can be ensured through the implementation of certain pedagogical conditions. It is the pedagogical conditions that increase the effectiveness of educational and cognitive activities and contribute to the most fruitful work of the teacher and students.

The Training of the Fufure Teachers of Ukrainian Language and Literature by Means of Interactive Studying Techniques

2020 ◽  
pp. 248-269
Author(s):  
Tetiana Rybchenko Keser
Keyword(s):  
Higher Education ◽  
Interactive Learning ◽  
Educational Institution ◽  
Learning Technologies ◽  
Educational Process ◽  
Project Work ◽  
Future Teachers ◽  
Learning Methods ◽  
Main Research ◽  
Language And Literature

The article focuses on the theoretical and methodological aspects of the use of interactive learning and its advantages over traditional learning. The use of interactive learning in both secondary and higher education is analyzed. The research goal is to theoretically substantiate and highlight the introduction of methods of the model of training future Ukrainian language and literature teachers by means of interactive learning technologies, as well as to determine the factors of their choice. The main research methods used were analysis, generalization and modeling, observation, synthesis, systematization. The results of the conducted research allowed the author to reveal the qualities that a future teacher of Ukrainian language and literature should possess; to describe some pedagogical problems of training the future teachers of Ukrainian language and literature by means of interactive learning technologies.The benefit of this study is the defined content of interactive learning, which is believed to be a specially organized comfortable mutual learning of participants of the educational process as equal its subjects, which provides for their continuous active interaction, during which each of the students realizes and reflects all its knowledge and actions, feels successful and intellectually capable. The author identified such interactive learning methods of the model of training future teachers of Ukrainian language and literature in higher education institutions as: trainings, educational discussions; game technologies; interactive lectures: problem lectures, lecture-visualization, binary lecture, lecture-press conference, round table, cases, brainstorming. Moreover, the most used interactive learning methods of training future teachers of Ukrainian language and literature in universities are given and theoretically grounded; they are training, discussion, role playimg, method of «Spoiled phone», method of «remote project work Minecraft», «Сourt hearing», «Augmented reality», use of presentations. The author highlights their introduction into the work of the National Pedagogical Dragomanov University, states the positive aspects of interactive learning compared to classical one, determines seven factors for the choice of methods. As a result the author makes a conclusion that the use of interactive technologies not only contributes to the creation of an atmosphere of cooperation and mutual understanding in the educational institution, but also implements the basic principles of personality-oriented learning.

scholarly journals USE OF INTERACTIVE LEARNING METHODS IN THE PROCESS OF PREPARATION OF FUTURE EDUCATORS

2020 ◽  
Author(s):  
God Mihalyuk
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Personal Growth ◽  
Interactive Learning ◽  
Cognitive Activity ◽  
Educational Process ◽  
Learning To Learn ◽  
Future Teachers ◽  
Interactive Teaching ◽  
Learning Group

In the article essence of interactive teaching methods is explained in the article and the advantages of their application in the educational process of higher education institutions are argued. The importance of the focus of the modern educational process not only on professional but also on personal growth of students is outlined. It is about the need to create conditions for the formation of personality traits such as mobility, ability to integrate into a dynamic society, critical thinking, the ability to generate new ideas, the ability to make non-standard decisions and be responsible for them, communication skills, teamwork skills, skills educational situations, etc. The essence of interactive learning is defined, which consists in mutual learning, group form of organization of educational process with realization of active group teaching methods for solving didactic problems. The peculiarities of using interactive teaching methods in the process of preparation of future teachers are revealed. The essence of the most common interactive teaching methods is considered. Working in pairs is an effective method that involves sharing ideas with a partner and further voicing your thoughts to the audience. It is effective to use the Microphone method to update background knowledge, which enables each student to say something quickly, alternately, by answering questions or expressing their opinion or position. Collective discussion, such as Brainstorming, is at the forefront of the educational process of higher education. The Carousel method is most effective for simultaneously involving all participants in the educational process in active work with different partners to discuss discussion issues. The Learning-to-Learn method enables students to pass on their knowledge to their classmates. The method of projects that determines the acquisition and application of practical skills by students. An important tool for the cognitive activity of future professionals is a discussion that involves broad public discussion of some controversial issue. The role of interactive teaching methods in the process of formation of personal and professional qualities of future teachers is revealed.

scholarly journals EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF PEDAGOGICAL CONDITIONS FOR INTENSIFYING THE EDUCATIONAL ACTIVITY OF FUTURE TEACHERS-ENGINEERS OF COMPUTER PROFILE IN PROFESSIONAL TRAINING

2020 ◽  
pp. 30-37
Author(s):  
Olha YESIPOVA ◽  
◽  
Mykhailo MEDVID ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Educational Activity ◽  
Internal Quality ◽  
Control Group ◽  
Future Teachers ◽  
Educational Activities ◽  
Experimental Group

Responding to identified shortcomings is components of the internal quality assurance system of a higher education institution. A study of the educational activities of future teachers-engineers of computer profile found that most students are not going to devote their career to teaching, thus preferring engineering. Undoubt- edly, higher education institutions must respond to the requests of stakeholders, especially those seeking higher education. On the other hand, there are requests from employers (educational institutions) for teachers-engineers of computer profile. Therefore, further research was aimed at enhancing cognitive activity primarily by increasing motivation for pedagogical activity. Methods: pedagogical experiment. Results. An experimental test of the effectiveness of pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile in professional training. Originality. The results of the study testify to the effec- tiveness of certain pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile: changes of external motivation to internal will take place if the information and communication technologies are introduced into educational process of studying peda- gogical disciplines; change of position in the educational activity of future teachers-engineers of computer profile in the study of pedagogical disciplines will take place under the condition that students apply a project approach to the organization of their own educational activity; intensification of educational activity due to its correc- tion in future teachers-engineers of computer profile in the process of operative feedback at each stage of educational activity. Comparative analysis of experimental data shows an increase in the percentage of students of the experimental group compared to the control group with a high level of educational activities of future teachers-engineers of com- puter profile in the study of pedagogical disciplines for a stable active position of educational activity – by 34%, internal motivation to study – by 32%, by the ability to plan and organize their own educational trajectory – by 32%, by academic performance – by 25%). When comparing the results before and after the ex- periment: in the control group the empirical values of the criterion χ2 are less than critical, the characteristics of the compared groups coincide at the level of significance of 0.05; in experimental group the empirical values of the criterion χ2 are greater than the critical one, the signifi- cance of the difference in the characteristics of the com- pared groups is 95%.

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 The readiness of future teachers to the implementation of system-activity approach as a pedagogical phenomenon

2019 ◽  
Vol 21 (5) ◽  
pp. 42-60 ◽  
Author(s):  
O. V. Tumasheva ◽  
N. A. Кirillova ◽  
E. A. Mikhalkina
Keyword(s):  
Vocational Training ◽  
Cognitive Activity ◽  
Educational Process ◽  
Educational Activity ◽  
Practical Significance ◽  
Diagnostic Tools ◽  
Professional Activity ◽  
Future Teachers ◽  
Full Member ◽  
System Activity

Introduction. The concept of the Federal State Educational Standard (FSES) involves the ideas of the system-activity approach, according to which a student becomes a full member of the pedagogical process; educational activity is based on the principles of cooperation and mutual understanding. The main purpose of this approach is to promote student’s interest in the knowledge of the world around, to acquaint him or her with the experience of self-education and to bring up a personality with an active living position. Teacher capacity to project and carry out own professional activity with a support on the provisions of system-activity approach is a key prerequisite of successful performance of labour duties in modern realities, indicating the objective need to form related new skills in students of pedagogical higher education institutions. However, the ideology of system-activity approach, the logic and regularities of its implementation at comprehensive school have not yet been sufficiently studied and understood by scientific and pedagogical community. It is necessary to reconsider widespread ideas about the role and functions of the teacher and to make serious corrections to the programmes of vocational training and all components of educational practice.The aim of the article was to study the pedagogical phenomenon “readiness of future teachers for implementation of system-activity approach” and the development of its science-based model.Methodology and research methods. The methodological basis of the research involves the conceptual provisions of the system-activity approach to the organisation of educational process. The analysis, comparison and synthesis of the Russian and foreign scientific literature and the method of modelling were carried out. The methods of open observation, discussion and interview were employed as the main empirical methods of the research.Results and scientific novelty. The peculiarities of application in the teacher’s practice of system-activity approach are designated. The options for interpretation of the main concepts of system-activity approach are analysed; it is proposed to improve the list of concepts by adding the concept of “readiness of future teachers for implementation of system-activity approach”. A structural-informative model of similar readiness is theoretically proved; motivational and axiological, cognitive, activity and reflexive-evaluative levels of such model are identified. The criteria and indicators of competency assessment of pedagogical students in terms of system-activity approach are formulated. The structural and informative model presented by the authors is oriented to provide assistance in completing the content of high school pedagogical programmes required by FSES. Clarification of informative components of the model, taking into account the specialisation of students and specifics of academic disciplines mastered by them, will allow this theoretical construct to be transformed into a matrix form of objectives of teachers’ vocational training.Practical significance. The materials presented in the article set the vector for the development of appropriate procedural and technological activities focused on the formation of necessary competencies in future teachers. The proposed criterial apparatus is the framework for the development of diagnostic tools. 

scholarly journals Axiological approach to the psychological and pedagogical training of future teachers of the new generation

2020 ◽  
Vol 55 ◽  
pp. 141-155
Author(s):  
Olena Kryvylova ◽  
Natalya Sosnickaya ◽  
Karina Oleksenko
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
Value Orientations ◽  
Educational Process ◽  
Future Teachers ◽  
Moral Choice ◽  
Moral Principles ◽  
Pedagogical Training ◽  
Ability To Act ◽  
New Generation

The role of axiological approach in the training of new generation teachers is theoretically substantiated in this article. The axiological approach makes it possible to identify a set of priority values in the education, upbringing and self-development of a person in modern society and to design their reflection in the norms and aims of future teachers in the process of psychological and pedagogical training. Possible ways of implementing an axiological approach in the educational process of higher education institutions are outlined, such as: the identification of value orientations of higher education applicants, with further adjustment regarding ethical positions in psychological and pedagogical activity; informing students of higher education about value orientations and identification of the most important ones in teaching the cycle of psychological and pedagogical disciplines; adaptation of higher education students to the system of professional value orientations through educational, practically-oriented, independent activity and interaction with teachers as carriers of moral principles and others. Thus, 45.83% of respondents found: having ethical knowledge about generally accepted norms and principles of pedagogical morality; mastering the basic requirements of pedagogical ethics; ability to act positively according to moral choice; the need to work independently to improve themselves and improve their moral qualities.

scholarly journals Upbringing of Student Teachers in Extracurricular Activities in the Context of Distance Learning

2021 ◽  
Vol 16 (08) ◽  
pp. 61
Author(s):  
Roman Sergeevich Nagovitsyn ◽  
Roza Alekseevna Valeeva ◽  
Aleksander Yurievich Osipov ◽  
Mikhail Dmitrievich Kudryavtsev ◽  
Larisa Vyacheslavovna Zakharova
Keyword(s):  
Student Teachers ◽  
Extracurricular Activities ◽  
Undergraduate Students ◽  
Professional Training ◽  
Educational Process ◽  
Practical Significance ◽  
Full Time ◽  
Future Teachers ◽  
Negative Effect ◽  
Positive Effect

The introduction of distance technologies is necessary in the professional training of students, despite various assessments of its effectiveness. Hence the purpose of the study: to develop an upbringing system for students in a distance format and experimentally prove its impact on the main directions of upbringing of future teachers, in comparison with extracurricular activities in full-time mode. 156 undergraduate students took part in the experiment. Experimental research is the author's paradigm for the formation of youth upbringing in extracurricular activities, which includes six synergistically interrelated areas. The upbringing student system developed in the study was tested in two formats of implementation: in full-time format at the first stage of the study and in distance format in the second half of the study. The statistical data obtained during the study confirm the effectiveness of the implementation of extracurricular activities for the formation of the upbringing of future teachers only in full-time format. The introduction of distance technologies in the implementation of upbringing extracurricular activities does not have a positive effect on students, but in some areas has an opposite negative effect. The practical significance of the study is determined by the introduction of a self-analysis and monitoring system into the educational process through the use of Facebook and VKontakte social networks.

scholarly journals MODEL OF FUTURE TEACHERS’ PROFESSIONAL TRAINING FOR TUTORING IN THE INFORMATION AND EDUCATIONAL ENVIRONMENT OF AN INSTITUTION OF HIGHER EDUCATION

2020 ◽  
pp. 97-104
Author(s):  
Kateryna Osadcha
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Environment ◽  
General Purpose ◽  
Learning Technologies ◽  
Educational Process ◽  
Theory And Practice ◽  
Future Teachers ◽  
Distance Learning Technologies

The article is based on a review of scientific and methodological literature, it analyzes the existing models of future teachers’ professional training for tutoring. The aim of the article is to design a model of future teachers’ professional training for tutoring in the information and educational environment of the institution of higher education. As a result of scientific analysis, carried out on the basis of a systematic approach, theory and practice of tutoring, training for tutoring in Ukraine and abroad, the components of training for tutoring have been identified (target, philosophical, theoretical-methodological, informative-processual, criteria-evaluative, resultative). Each component of the designed model has its implementation in the information and educational environment. This model is a set of information and communication technologies (distance learning technologies, general purpose ICT and ICT for tutoring support), which are integrated into the educational process.

scholarly journals Development of Digital Competence in the Training of Future Teachers in Ukraine and China

2021 ◽  
Vol 7 (1) ◽  
pp. 103-112
Author(s):  
Tetyana M. Sobchenko
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Professional Competence ◽  
Modern Society ◽  
Educational Process ◽  
Academic Disciplines ◽  
The European Union ◽  
Future Teachers ◽  
Digital Competence ◽  
National Educational Policy

The relevance of the issue of developing the digital competence of future teachers in higher education is obvious, as technological progress is developing at an extremely rapid pace, and digitalisation has already penetrated into all spheres of life, including the education system. The purpose of the study is to compare the approaches of state educational policy to the development of digital competence of future teachers in China and Ukraine. To obtain new results, the following theoretical methods were used in the study: analysis of pedagogical literature, regulations, online platforms, educational sites, systematisation, and generalisation of research, organisation of training courses for future teachers – to compare different approaches to digital competence of future teachers. It is noted that digital competence is key in lifelong learning, as well as one of the components of a teacher's professional competence, according to the Standard Standard for Primary School Teachers, General Secondary Education Teachersб and Primary Education Teachers. The concept of digital competence is defined and it is substantiated that its significance changes in accordance with the development of digital modern society. The national educational policy of Ukraine and the People's Republic of China is analysed, in particular the regulatory base, which regulates the development of digital competence in the countries. It has been found that the problem of digital competence is relevant in both countries, in particular in China, where its solution is more progressive, due to powerful resource opportunities. An example of the content of academic disciplines, namely “Digital Training Tools”, “Cybersecurity”, “Media Education” (Ukraine), “Fundamentals of Computer Use”, “Use of Multimedia Technology” (PRC), their place in the educational process, hours on study, form of control of educational and cognitive activities, etc. These disciplines are aimed at developing the digital competence of future teachers in higher education institutions of Ukraine and China. It is noted that further research will relate to the study and analysis of national educational policy of the European Union on the development of digital competence, in particular in the training of future teachers

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