scholarly journals Problems of Out-of-Class Work of Future Teachers When Passing Pedagogical Practice

2021 ◽  
Vol 7 (9) ◽  
pp. 581-585
Author(s):  
M. Anarbekova
Keyword(s):  
Extracurricular Activities ◽  
Teaching Practice ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Methodological Problems ◽  
Work Programs

This article examines the methodological problems of the extracurricular work of future teachers in the course of teaching practice. In many work programs and programs of pedagogical practices of higher pedagogical educational institutions, for the purposes and tasks of practice, due importance is not attached to the performance of extracurricular activities by trainees. Along with the need to perform extracurricular work during the course of the internship, a recommendation is given to especially evaluate the extracurricular work of the trainee.

scholarly journals ПРОФЕССИОНАЛЬНАЯ САМОРЕАЛИЗАЦИЯ В ПРЕДСТАВЛЕНИИ БУДУЩИХ УЧИТЕЛЕЙ РУССКОГО ЯЗЫКА

2020 ◽  
Author(s):  
Ekaterina Komarova
Keyword(s):  
Professional Growth ◽  
Teaching Practice ◽  
Personality Development ◽  
Educational Institution ◽  
Russian Language ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Professional Activities ◽  
Professional Self ◽  
The Russian Language

Введение. Важнейшей задачей современного образования является обеспечение возможностей для личностного и профессионального роста и для осуществления самореализации. Изложены основные подходы к изучению понятия «самореализация». Приводятся результаты анкетирования будущих учителей русского языка. Выявлены представления будущих учителей русского языка в отношении их профессиональной самореализации. Материалы и методы. Исследование было проведено на основе анализа теоретических источников по проблеме самореализации и результатов анкетирования студентов филологического факультета. Авторская анкета состояла из трех вопросов открытого типа и четырех вопросов закрытого типа. Результаты и обсуждение. Проанализированы различные подходы к пониманию названных понятий и обоснована собственная позиция по этому вопросу. По результатам анкетирования установлено, что 15 % студентов третьего курса и 55 % студентов четвертого курса уверены, что профессиональная самореализация подразумевает постоянное совершенствование в выбранной профессии и потребность в совершенствовании. Охарактеризованы потребности, возникающие у будущих учителей русского языка в ходе педагогической практики, которая является ключевым звеном между теоретическим обучением будущих учителей русского языка и их самостоятельной работой в образовательном учреждении. Заключение. Самоактуализация понимается автором как тенденция к самореализации. А самореализация – как процесс развития личности, предполагающий активную содеятельность с другими людьми, приложение собственных усилий. Выявлено, что критической точкой в становлении будущего учителя русского языка является педагогическая практика. До практики основными трудностями у студентов являются неуверенность в себе и нехватка знаний в области методических дисциплин. Это можно скорректировать опытом работы в качестве учителя. После педагогической практики основанными барьерами самореализации для студентов становятся отсутствие свободного времени у учителей русского языка и высокая интенсивность работы. Это заставляет будущих учителей русского языка сомневаться в правильности выбора сферы своей дальнейшей профессиональной деятельности. Поднимается вопрос о психолого-педагогическом сопровождении студентов во время практики.Introduction. The most important task of modern education is to provide opportunities for personal and professional growth and for the implementation of self-realization. The main approaches to the study of the concept of selfrealization are outlined. The results of a survey of future teachers of the Russian language are presented. The ideas of future teachers of the Russian language in relation to their professional self-realization are revealed. Material and methods. The study was conducted on the basis of the analysis of theoretical sources on the problem of self-realization and the results of a survey of students of the philological faculty. The author’s questionnaire consisted of 3 open-ended questions and 4 closed-ended questions. Results and discussion. Various approaches to understanding these concepts are analyzed and their own position on this issue is substantiated. According to the results of the survey, it was found that 15% of 3-year students and 55% of 4-year students are sure that professional self-realization implies continuous improvement in the chosen profession and the need for improvement. The needs arising for future teachers of the Russian language during pedagogical practice, which is a key link between the theoretical training of future teachers of the Russian language and their independent work in an educational institution, are characterized. Conclusion. Self-actualization is understood as a tendency to self-realization. And self-realization is a process of personality development, involving active cooperation with other people, the application of one’s own efforts. It is revealed that the pedagogical practice is a critical point in the formation of the future teacher of the Russian language. Before practice, the main difficulties for students are self-doubt and lack of knowledge in the field of methodological disciplines. After teaching practice, the lack of free time among teachers of the Russian language and the high intensity of work become the basic barriers for self-realization for students. This makes future teachers of the Russian language doubt their further professional activities. The question arises of the psychological and pedagogical support of students during practice.

Pedagogical Practice As a Mean of Formation of the Responsibility of Future Teachers for Their Results of Work

2017 ◽  
Vol 5 (1) ◽  
pp. 18-21
Author(s):  
Быкова ◽  
S. Bykova
Keyword(s):  
Work Experience ◽  
Professional Competence ◽  
Educational Practice ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
State University ◽  
Future Teachers ◽  
Pilot Experiment ◽  
Pedagogic Institute ◽  
Class Teacher

The article discusses the problem concerning the “fi lling the curriculum with branchy system of practices” in the context of strengthening the practical orientation of professional teacher education. Including the branchy system of practice into the curriculum will allow to create conditions for the conscious embracement of theoretical material by future teachers and to obtain their fi rst professional experience. The article presents the results of a pilot experiment concerning the organization of distributed educational practice. This experiment was carried out on the basis of the Pedagogic Institute of the Vyatka State University. The purpose of the practice was to obtain primary professional skills by future teachers, including the study of the functioning system of modern educational institutions, the work experience of the class teacher and subject teachers. The article describes the content and expected results of the distributed educational practice on the example of forming the professional competence (general professional competence — 4 (GPC-4) and analyzes the results of the carried out pilot experiment.

scholarly journals ANALYSIS OF APPROACHES TO THE FORMATION OF PROFESSIONAL READINESS OF STUDENTS IN UZBEKISTAN (ON THE EXAMPLE OF FUTURE TEACHERS)

2021 ◽  
Vol 58 (1) ◽  
pp. 3535-3541
Author(s):  
Khusan Abdurakhimovich Umarov
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Real Process

Studying the further development of higher education, improving the quality of education, expanding the integration of science and industry, we came to the following conclusions: literature on the formation of professional education of students, as well as an analysis of educational (and pedagogical) practice in higher education, despite the fact that more was done work on the development of professional readiness of students, the problem of the formation of professional readiness of future teachers has not yet been completely resolved. To solve this problem, we set ourselves the following tasks: to explain the concept of “professional readiness” among future teachers, taking into account the requirements of the time (for example, students of pedagogical universities); analyze factors affecting student readiness; development of innovative methods of forming students' readiness. A practical study of the problem showed that the most effective process of forming the professional readiness of a future teacher occurs in a real process or in the process of educational activity close to it. Building on the educational process on the basis of an innovative approach, bachelors develop creative skills to analyze existing materials needed to solve professional problems, to independently solve new problems. The study showed that the practical activity of students in their chosen specialties guarantees clear prospects for future professional growth, as well as employment, contributes to the formation and increase of their professional competence; The development of the experimental and educational base of educational institutions, increasing the level of education provided, stimulating the professional growth of teachers, the customer will be given the opportunity to train highly qualified personnel on the basis of educational institutions.  

Identity-Informed Teaching in the Pluralistic University

2019 ◽  
pp. 152-173
Author(s):  
Perry L. Glanzer ◽  
Nathan F. Alleman ◽  
George Marsden
Keyword(s):  
Multiple Identities ◽  
Faculty Members ◽  
Intellectual Virtue ◽  
Self Control ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Moral Vision ◽  
Pedagogical Practice ◽  
Civic Virtues ◽  
University Setting

This chapter presents the thesis that the most effective approach to managing the tournament of identities and narratives in the classroom requires the civic virtues that Plato and Aristotle taught (e.g., courage, honesty, self-control, justice). Since faculty members have multiple identities, the most important question is whether they can recognize which identities are important for giving life to a pedagogical practice. This ordering has deep effects on teachers’ pedagogical practices, course construction, ethics, and grading. Professors need to connect their personal identities and narratives to a vision of moral and intellectual virtue that applies to their classrooms in pluralistic educational institutions. While it is arrived at through one’s particular identities and narratives, we contend that this moral vision is one that most educators will likely share, which must be brought into regular conversation in any college or university setting.

Summer Pedagogical Practice As a Part of Professional Training of Students

2019 ◽  
Vol 7 (1) ◽  
pp. 25-31
Author(s):  
Н. Павлова ◽  
N. Pavlova ◽  
М. Борисова ◽  
M. Borisova
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Pedagogical Practice ◽  
Future Teachers

The article deals with the organization of summer teaching practice, approaches to the training of counselors. It is said about the pedagogical potential of summer practice as a form of improving the quality of professional training of future teachers, improving the skills of pedagogical activity.

scholarly journals FORMATION OF STUDENTS' PROFESSIONAL READINESS ON THE BASIS OF INNOVATIVE WAYS OF COOPERATION IN THE CONDITIONS OF UZBEKISTAN (BY THE EXAMPLE OF FUTURE TEACHERS)

2020 ◽  
Vol 01 (01) ◽  
pp. 15-25
Author(s):  
Khusan Abdurakhimovich Umarov ◽  
Keyword(s):  
Higher Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Factors Affecting ◽  
Real Process

Studying the further development of higher education, improving the quality of education, expanding the integration of science and industry, we came to the following conclusions: literature on the formation of vocational training of students, as well as an analysis of educational (and pedagogical) practice in higher education, despite the fact that more was done work on the development of professional readiness of students, the problem of the formation of professional readiness of future teachers has not yet been completely resolved. To solve this problem, we set ourselves the following tasks: to explain the concept of “professional readiness” among future teachers, taking into account the requirements of the time (for example, students of pedagogical universities); analyze factors affecting student readiness; development of innovative methods of forming students' readiness. A practical study of the problem showed that the most effective process of forming the professional readiness of a future teacher occurs in a real process or in the process of educational activity close to it. Building on the educational process on the basis of an innovative approach, bachelors develop creative skills to analyze existing materials needed to solve professional problems, to independently solve new problems. The study showed that the practical activity of students in their chosen specialties guarantees clear prospects for future professional growth, as well as employment, contributes to the formation and increase of their professional competence; The development of the experimental and educational base of educational institutions, increasing the level of education provided, stimulating the professional growth of teachers, the customer will be given the opportunity to train highly qualified personnel on the basis of educational institutions.

scholarly journals PROFESSIONAL FORMATION OF THE FUTURE TEACHER IN THE EDUCATIONAL PROCESS AT THE EXPENSE OF PEDAGOGICAL PRACTICE

2018 ◽  
Vol 5 (31) ◽  
Author(s):  
I. Kamenska
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Self Development ◽  
The Future

The article deals with topical issues of professional training of future teachers. The essence of the concepts of «self-development» and «self-improvement» was revealed, the significance of pedagogical practice as a factor of professional self-development and self-improvement of the future teacher was substantiated. It was revealed that effective preparation of participants in the educational process in educational institutions is possible due to the strengthening of the practical orientation of students' training. That is, pedagogical practice is the initial stage in the system of professional training, the first part of the practical mastering of the pedagogical profession. It promotes the deepening and systematization of knowledge gained by students in the process of studying specialized disciplines, as well as the development of information competence of future professionals. Pedagogical practice provides a combination of theoretical training of students with their practical pedagogical activity in the conditions of educational institutions of different types and promotes the formation of a creative attitude towards future professional activities, deepening and systematization of the knowledge gained by students in the process of theoretical training; self-development and self-improvement of future teachers. In this period, the foundations of professional activity of future specialists are laid, professional qualities are formed, the ability to self-development, self-realization and interest in the future profession are revealed.It is established that proper organization of pedagogical practice contributes to professional growth of the future teachers, development of abilities, allows to create external and internal conditions for self-development of the student. Thus, continuous self-education and self-improvement are the only way that allows a modern educator to become a real professional, to develop professional competence.Keywords: professional competence, self-development, self-improvement, pedagogue, educational process.І. Каменська, кандидат сільськогосподарських наук,  Професійне становлення майбутнього педагога у навчальному процесі за рахунок педагогічної практики / ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди»,  Україна, Київська обл., м. Переяслав-ХмельницькийВ статті розглянуто актуальні питання професійної підготовки  майбутніх педагогів. Розкрито суть понять «саморозвиток» та «самовдосконалення», обґрунтовано значення педагогічної практики, як чинника професійного саморозвитку та самовдосконалення майбутнього педагога. З’ясовано, що ефективна підготовка учасників освітнього процесу у закладах освіти можлива за рахунок посилення практичної спрямованості навчання студентів. Тобто, педагогічна практика – це початковий етап у системі фахової підготовки, перша ланка практичного засвоєння педагогічної професії. Вона сприяє поглибленню і систематизації знань, отриманих студентами в процесі вивчення профільних дисциплін, а також розвитку інформаційної компетенції майбутніх фахівців. Педагогічна практика забезпечує поєднання теоретичної підготовки студентів з їх практичною педагогічною діяльністю в умовах навчальних закладів різних типів і сприяє формуванню творчого відношення до майбутньої професійної діяльності, поглибленню та систематизації знань, одержаних студентами в процесі теоретичного навчання; до саморозвитку та самовдосконалення, майбутніх педагогів. В цей період закладаються основи професійної діяльності майбутніх фахівців, формуються професійні якості, розкривається здібність до саморозвитку, самореалізації та інтерес до майбутньої професії.Встановлено, що правильна організація педагогічної практики сприяє професійному росту майбутніх педагогів, розвитку здібностей, дозволяє створити зовнішні та внутрішні умови для саморозвитку студентів. Таким чином, постійне самовиховання та самовдосконалення – єдиний шлях, який дозволить сучасному педагогу стати справжнім професіоналом, розвинути професійну компетентність.Ключові слова: професійна компетентність, саморозвиток, самовдосконалення, педагог, навчальний процес.

scholarly journals Incidencia de la profesionalización docente en las prácticas pedagógicas de los maestros de la Institución Educativa Acevedo y Gómez y C.E. El Carmelo del municipio de Puerto Rico Caquetá. Incidence of teacher professionalization in teaching practices of teachers of School Acevedo and Gómez and C.E. Carmel municipality of Puerto Rico Caqueta. Universidad Santo Tomás de Aquino

2015 ◽  
Vol 6 (1) ◽  
pp. 142
Author(s):  
Emilce Heredia ◽  
Ederney Ortìz ◽  
Yoli Patricia Ovalle
Keyword(s):  
Puerto Rico ◽  
Teaching Practice ◽  
Human Dimensions ◽  
Teaching Profession ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Starting Point ◽  
Object Of Study ◽  
The Impact

El presente trabajo aborda el tema de la incidencia de la profesionalización docente en las prácticas pedagógicas de los maestros.   Para tal fin, se toma como punto de partida el análisis del significado e intención, que los maestros asignan al objeto de estudio. El objetivo planteado para este es determinar la incidencia de la profesionalización docente en las prácticas pedagógicas a partir de su caracterización. Teniendo en cuenta su relación con la formación pedagógica de los docentes en diferentes niveles de enseñanza de dos instituciones educativas ubicadas en el municipio de Puerto Rico Caquetá.  Los autores optaron por la investigación cualitativa con enfoque hermenéutico, mediante la utilización de entrevistas. Las unidades de trabajo son los maestros participantes; en cuanto a la unidad documental se trabajó con las hojas de vida de los sujetos involucrados de las dos instituciones. Las definiciones permitieron crear algunas circunspecciones que sirvieron de apoyo para reflexiones finales, en aras de contribuir a la construcción de nuevos saberes, para  favorecer el ejercicio de la práctica pedagógica de los docentes,  a través   de una práctica docente cuya intención sea la de  generar estrategias que ayuden a la  formación académica y personal de los estudiantes . Donde la práctica pedagógica es entendida como el conjunto de estrategias utilizadas por el docente en el proceso de enseñanza- aprendizaje que de acuerdo a la forma en que es enfocada repercute en el desarrollo de las dimensiones del ser humano.This paper addresses the issue of the impact of professionalization of the teaching profession in pedagogical practices of teachers.  For this purpose, it is token as a starting point the analysis of the meaning intention that teachers assign the object of study. The stated goal for this is to determine the incidence to from its characterizations. To taking into account its relationship with the integral formation of teachers at different levels of formation of two educational institutions in Puerto Rico Caquetá. The authors chose the qualitative research with hermeneutic approach through the use of interviews. Work units are the teachers participating in structured interviews and documentary about the working unit with the resumes of those involved in the two institutions. Definitions helped create some circumspections that supported end reflections, in order to contribute to construction of new knowledge, to promote the exercise of pedagogical practice of teachers for the sake of teaching practice whose intention is to develop strategies that help the integral formation of students. Where teaching practice is understood as the set of strategies used by the teacher in the teaching-learning process that according to the way it is focused impact on the development of human dimensions.

scholarly journals ICT and its purpose in the pedagogical practice

2019 ◽  
Vol 4 (2) ◽  
pp. 83-95
Author(s):  
Diego Enrique Baez Zarabanda
Keyword(s):  
Digital Divide ◽  
Web Applications ◽  
Teaching Practice ◽  
Information And Communications Technology ◽  
Pedagogical Practices ◽  
Daily Activities ◽  
Pedagogical Practice ◽  
Actual Reality ◽  
Increasing Demand ◽  
Significant Distance

Information and communications technology (ICT) is currently inserted in the daily activities of a human being and has become a necessary resource, vital for their development up to the point of not conceiving activities without using these. In this sense, the education field is not the exception and has been partially including ICT as support for the teaching practice; however, there is an increasing demand from the students to implement more resources and activities supported by these technologies. A significant distance exists (the known digital divide) between the possibilities offered by different web applications that can support the pedagogical practices and the actual reality of the teaching practice, where the students realize the flaws and the necessity of strengthening the technology skills of the teachers to efficiently develop and orientate such use. In this regard, it is necessary to critically reflect on the possibilities that are offered by different web applications and their impact, their purpose in the pedagogical practice in a way that can serve as a pretext to motivate the teachers in their use and application in the development of their classes, achieving real formative processes. By doing this, students can be offered real, significant learning experiences from the technological, social, and pedagogical view, consolidating in a first instance the abilities of the teachers in the ICT area, as well as the comprehensive learning of their students, being updated on the advances that ICT offers globally, and implementing these permanently in their job as teachers, thus innovating their classes and motivating students towards learning and toward consolidating the use of ICT in the different disciplines, with the human and social component that must characterize us, accomplishing from this standpoint and reflection a pedagogical practice of quality.

scholarly journals Formation of the Future Teacher’s Professional Competence: European Experience

2018 ◽  
pp. 197-213
Author(s):  
Iryna Prokopenko
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Activities ◽  
The Future

The article clarifies the essence of the concepts of «сompetence» and «professional competence», determines the components of teacher’s professional competence: motivational (interest and motivation for future professional activity), cognitive (formed knowledge), operational (acquired skills and abilities) and personal-reflexive (ability to self-esteem, self-development and self- improvement). The author, on the basis of comparative analysis, shows the experience of forming the future teacher’s professional competence in leading countries such as: Germany, Denmark, Great Britain, France and others. The article outlines the peculiarities of the formation of the future teacher’s professional competence in determined countries. The interesting aspect in the formation of the future teacher’s professional competence in Germany is its information component, whose high level of evaluation is facilitated by the introduction of modern multimedia technologies in the educational process. The peculiarity of the Danish system of the future teachers’ professional competence formation is the availability of an additional vocational guidance level. So while forming the professional competence of a future teacher in the UK, considerable attention is paid to student’s research activities built on the humanization and democratization of the educational process in this country. The specificity of the future teachers’ professional competence formation in universities of France is that its most important component is the information and communication component. On the basis of the conducted analysis, the positive experience of the future teachers’ professional competence formation abroad is generalized; the recommendations on its introduction into the system of professional training in higher education institutions of Ukraine are worked out. The conclusion is made that the formation of the future teacher’s professional competence abroad will contribute to: the introduction of professional selection of applicants for teaching professions; exploiting the potential of non-formal education; an increase in the duration of teaching practice and the introduction of a mentoring system; inclusion of academic disciplines, that provide inclusive education, into the educational process; providing benefits to active teaching methods based on an interdisciplinary and problem-based approach; creating conditions for the exchange of experience of higher educational institutions with foreign educational institutions.

Sign in / Sign up

Export Citation Format

Share Document