scholarly journals PREPARATION OF FUTURE TEACHERS OF HISTORY TO INNOVATIVE ACTIVITY IN THE CONTEXT OF INTEGRATION OF UKRAINE IN THE EUROPEAN EDUCATIONAL SPACE

2018 ◽  
pp. 108-112
Author(s):  
I. KULYK
Keyword(s):  
Professional Training ◽  
Cognitive Activity ◽  
Educational Process ◽  
Academic Disciplines ◽  
Innovation Activity ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
History Teachers ◽  
Content Provision ◽  
Business Structures

The article defines the most important pedagogical conditions for the preparation of future teachers of history for innovation in the context of Ukraine's integration into the European educational space. The determining pedagogical condition for the formation of the readiness of future teachers of history to the challenges of today is the organization the interactive educational environment in educational institutions : organization of active pedagogical interaction between the teacher and the students, when both the teacher and students are subjects of studying; strengthening the role of self student learning; creation of comfortablet conditions for educational and cognitive activity; education of the emotional-volitional sphere and the ability to self-fulfillment of the student; strengthening of the practical component of professional training of students; study of world pedagogical experience; establishing contacts with international organizations; holding of joint international events and projects on the problems of formation of vocational and pedagogical competence; use of creative potential of teachers-practitioners, scientists, business structures, public associations in improving the educational process; use of the key idea of transdisciplinarity -global unification of various academic  disciplines (psychological,  pedagogical, historical, philological, etc.) and pedagogical practice for the solution of educational problems.Scientifi, methodological and logistical support as a pedagogical condition for the  formation of readiness of  future teachers of history for innovation activity includes: creating of the new training programs, tutorials, books, methodical recommendations for the professional training of history teachers, developed in the light of future activities in the current conditions for the creation of a pan-European educational space. The content provision of the pedagogical process involves the formation of future knowledge teachers of history in the system of knowledge: in historical, psychological and pedagogical disciplines; about the essence of modern European and world trends in education; formation of a system of professional skills and abilities.

Modern Approaches to Quality Assurance of Teacher Training

2020 ◽  
Vol 29 ◽  
pp. 91-102
Author(s):  
Ольга Біляковська
Keyword(s):  
Quality Assurance ◽  
Teacher Training ◽  
Information Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Educational Programmes ◽  
Practice Development ◽  
Organizational Innovations

The article deals with the problem of modern approaches to teacher training in the context of its quality assurance. The concept of ‘innovation’ is defined and the system of classification is introduced on the grounds of the analysis of scientific and pedagogical resources. Ensuring qualitative education means innovative processes of pedagogical practice development, as well as purposeful managerial influence on the system of professional training, significant corrections of its content and way of performance of pedagogical intuitions, i.e. educational system transferring to perform on new grounds. Organizational innovations happening in the organization of the educational process of higher education institutions are analyzed alongside content innovations reflected in the content of teacher training (new educational programmes, introduction of new disciplines, modern courses, integration of subjects, development of methodologies, etc.). Technological innovations include introducing new teaching forms and methods, assessment approaches (testing, rating); use of modern information technologies in the process of teacher training. Building professional competency, individual and professional qualities, the capacity to work and live in an innovative pace is exclusively important for future teachers. Effective forms and methods of teaching future teachers are introduced.

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 Some aspects of implementation of experimental and innovation activity of an educational institution oriented to the improvement of learning and teaching materials and material and technical support of the educational system

2021 ◽  
pp. 34-48
Author(s):  
Roman Vasil'evich Pavlenkov ◽  
Marat Galimyanovich Gizatullin
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Training System ◽  
Educational Process ◽  
Innovation Activity ◽  
Ground Vehicle ◽  
Learning And Teaching ◽  
Personal Motivation ◽  
Complex Training

The authors consider general and special issues of implementation of experimental and innovation activity of an educational institution using the example of the development and usage of a highly effective hardware and software system based on the components of a small-arms training system “Auto-SCATT” for organization and implementation of educational process (supervised and unsupervised work of students) at an institution of higher education under the Ministry of Internal Affairs of Russia - the Ural Law Law Institute. The research object is the process of professional training of students. The research subject is the use of a training system “Auto-SCATT” during the “Firearms training” lessons. The research methodology is based on analysis, synthesis, comparative and problem-search methods. The scientific novelty of the research consists in the fact that it shows how the firearms training process, based on the complex training system “Auto-SCATT” used at ground vehicle driving lessons for the imitation of off-road shooting in motion, is organized. The authors arrive at the conclusion that the use of the “Auto-SCATT” training system not only promotes the improvement of the quality of firearms discipline learning, but also improves the cognitive activity and personal motivation of students. 

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.

scholarly journals The model to forming media competence of intending primary school teachers

2019 ◽  
Vol 7 (3) ◽  
pp. 11-24
Author(s):  
Alyona Pluhina
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Cognitive Activity ◽  
Educational Process ◽  
Media Education ◽  
Innovation Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Target Unit ◽  
Activity Unit

Higher education establishments are intended to provide a high level of students’ professional knowledge and skills, to form the creative personality of a modern teacher capable of research and innovation activity, as well as to self-improvement in the process of developing media education skills. The purpose and tasks of the article are to substantiate creating the structural model of forming media competence of intending primary school teachers. Research results. The developed model structure includes the following units: the methodologically target unit, the organization and pedagogical one, the content and activity unit, the evaluative and result one. The methodologically target unit. It covers the purpose and tasks, the approaches, general didactic principles, specific principles. The content and activity unit is based on the components: the content of the training, methods, forms. The evaluation and result unit contains structural components (motivational, cognitive, activity, reflexive); criteria (motivational and value, information and cognitive, operation and activity, evaluative and reflexive) and levels (initial, average, sufficient, creative), with which the effectiveness of intending primary school teachers’ professional training is determined. Pedagogical conditions: forming the positive motivation of intending primary school teachers by using the media in the educational process; enriching intending primary school teachers’ professional training with media education knowledge; creation of the means and methods of ensuring the integration of media education facilities into the intending primary school teachers’ professional training; involving intending primary school teachers to a focused, creative media activity and creating their own media product. Conclusions and the prospects for further researches. The model of forming media competence of intending primary school teachers and its implementation in the educational process has allowed to form students’ media competence as the professional skill by using the selected forms of work, methods, content and means.

scholarly journals CONTENTS OF METHODICAL TRAINING OF FUTURE TEACHERS-MUSICIANS FOR THE USE OF BELL RINGING MEANS IN PROFESSIONAL ACTIVITY

2021 ◽  
pp. 60-69
Author(s):  
LINA ILCHUK
Keyword(s):  
Extracurricular Activities ◽  
Professional Training ◽  
Music Teachers ◽  
Research Work ◽  
Educational Process ◽  
Academic Disciplines ◽  
Professional Activity ◽  
Future Teachers ◽  
Creative Development ◽  
Professional Activities

The urgency of improving the professional training of future music teachers in connection with the growing public demand for the professional qualities of teachers is substantiated. It is established that the teacher’s search for a new content of education, in particular among ethnopedagogical bell ringing means, the use of non-traditional methods and forms of teaching will promote creative development of an individual, the formation of value attitude to the traditions and customs of his/her nation. The necessity of formation of methodical readiness of future teachers-musicians for the use of bell-ringing means in professional activity is defined. The development of students’ motives for studying bell ringing will be more effective by directing the educational process of art and pedagogical faculties to the development of future music teachers’ bell ringing competencies. The purpose of the article is to highlight the author’s contribution to the content of academic disciplines included in the cycle of professional training of future music teachers, information about bell ringing, as well as to present the methodological content of lectures and practical classes. Among the vectors of innovative adjustments, making changes to the work programs of educational components, the organization of independent extracurricular activities of music students have been defined. The author’s system of semantic additions to the disciplines of the professional cycle of training future teachers of music has been presented. Instructional and methodical materials for lectures, seminars and practical classes, organization of independent work have been developed. The practical value of the paper lies in the presentation of creative, didactic tasks that will contribute to the formation of students’ skills and abilities to use the bell-ringing means in professional activities. Cognitive and research work, excursions, expedition and on field collection of materials about bell-ringing of the region, production of photomontages, slide compositions, video materials, presentations of the developed creative projects have been suggested as extracurricular forms of work. Thus, the introduction of bell-ringing material in the normative and practical component of higher education will make it possible to eliminate contradictions between students’ acquisition of theoretical knowledge and their practical application.

Formation of professional competence of future specialists in philology during the end-to-end practice

2020 ◽  
pp. 82-95
Author(s):  
Inna Kononenko
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Training ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Educational Process ◽  
Teaching Staff ◽  
Future Teachers ◽  
Oriented Activity ◽  
Professional Transformation

In the process of professional development of future teachers of philological specialties, it became clear that priority is given to the organization of cognitive activity. The purpose of the article is to characterize the competencies acquired during the practice by future specialists of philological specialties, ways of practical work, a description of the implementation of professional transformation, motivation and values. The use of methods of analysis, synthesis contributed to the study of educational and regulatory documentation, domestic and foreign psychological and pedagogical literature in order to determine the level of development of the research question. It is proved that the application of personality-oriented, activity, competence, acmeological, axiological, contextual and integrative approaches to students in higher education is designed to help them implement the accumulated theoretical knowledge and practical skills. The systematization and generalization of special competencies as an important condition of professional formation of future specialists is analysed. The article analyses the positive students’ motivation for future teaching activities; the ability to apply the acquired knowledge by future specialists in pedagogical activity is characterized. The essence of professional training of future teachers of philological specialties during the practice is specified. The competencies acquired during the practice by future specialists of philological specialties, the implementation of professional transformation, motivation and values are specified. Emphasis is placed on theoretical ideas about the formation of professional competence as a factor in the successful professional development of future teachers of philological specialties; methodological approaches to the professional development of future teachers of philological specialties in the system of higher education (personality-oriented, activity, competence, acmeological, axiological, contextual and integrative). In the process of organizing the educational process, the main attention is paid to the formation of future specialists' understanding of the essence of professional development, its importance in the field of pedagogical phenomena. During the involvement in the tasks of practice, students develop professional competence, which manifests the specifics of the research and teaching staff.

scholarly journals An environmental approach to developing and applying smart complexes of academic disciplines in professional training of future specialists

2021 ◽  
Vol 13 (2) ◽  
pp. 516-539
Author(s):  
Oleksandr Humennyi ◽  
Oleksandr Radkevych ◽  
Valentyna Radkevych
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Cognitive Activity ◽  
Educational Process ◽  
Academic Disciplines ◽  
Resonance Theory ◽  
Critical Feature ◽  
Index Method ◽  
Adaptive Resonance ◽  
Educational Information

The paper discloses modern approaches to creating integrated information environments of SMART complexes of academic disciplines through integrating creative, authorial, non-verbal, encyclopaedic, information-and-communication, self-realization, self-assessment components in professional (vocational) and pre-university professional education. It lists the advantages of such complexes compared to e-textbooks and reveals the requirements for developing them. It highlights the ways of considering future specialists’ psycho-physiological development when selecting and structuring educational information. It recommends applying constructive equalization of students’ cognitive activity based on the Kosko’s quasi-neural network model in their designing an educational trajectory. It shows conditions for ensuring equal opportunities for students’ learning within such complexes. Both selection and structurization of such complexes’ educational information follow students’ psychological development in perceiving it and focus on critical feature patterns of the adaptive resonance theory and the Hopfield model for associative memory. The paper suggests evaluating students’ activities within such complexes by comparing each participant’s achievements with the parameters of completed projects, using the index method based on qualimetric measurements. It specifies the features of an environmental approach in developing such complexes; elaborating their educational material; determining types of learning tasks; creating means of monitoring students’ knowledge. It justifies the results of experimental work, which involved surveying 442 teachers and analyzes the influence of such complexes on the effectiveness of the educational process. It highlights the importance of introducing heuristic forms, methods and techniques of students’ learning to help students obtain, systematize and consolidate educational information and acquire practical skills in performing creative projects and professional tasks.

scholarly journals ENABLING FUTURE TEACHERS OF PHYSICS TO APPLY INVARIANTS OF EDUCATIONAL AND COGNITIVE ACTIVITIES

2019 ◽  
pp. 95-103
Author(s):  
Oleksandr Ivanytskyi
Keyword(s):  
Professional Training ◽  
Research Work ◽  
Educational Process ◽  
Educational Activity ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Educational Activities ◽  
Physics Teachers ◽  
Teachers And Students

The article examines the concept of invariant which is presented as an indicative framework for teachers and students and describes a sequence of actions which reflect teacher's understanding of future activities. The author identifies a generalized invariant of students’ educational activity methods which corresponds to each element of knowledge: a) activity on knowledge creation; b) recognition of situations that correspond to knowledge; c) reproduction of situations that correspond to knowledge. The article also considers the hierarchy of invariant specialization levels in terms of teacher and students' work in the context of teaching physics notions. To aquire the skill to use educational invariants in their professional activity, future teachers of physics are supposed to do specially selected tasks which enable them to vary the acquired skills and abilities for a more profound learning. To achieve this, students should be provided with guidelines which help them unify educational process and create real situations that reflect their own learning activities. These guidelines are descriptions of invariants to train physics teachers and students. In addition, authorial system of future physics teachers' activities is invariant according to the criteria for evaluation and self-assessment of authorial system components work. Future teachers of physics' skill to use invariants of educational activities was acquired due to the fact that their professional training was based on the context approach which implements a dynamic model of students' educational activity: from their own educational activities (in the form of lectures) through quasi- professional (role and business games) and educational-professional (research work of students, pedagogical practice) to the professional activity of the teacher of physics.

scholarly journals Practice-Oriented Approach in the System of Professional Training of Future Teachers to Social-Pedagogical Activity

2021 ◽  
Vol 8 (1) ◽  
pp. 24-34
Author(s):  
Olena Budnyk
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
Professional Training ◽  
Training System ◽  
Educational Process ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Individual Counseling

The article highlights theoretical aspects of the socio-pedagogical direction of pedagogical practice of future primary school teachers.The tasks of pedagogical practice as a mandatory component of professional training of future specialists are outlined. The necessity of involvement employers in cooperation with higher education institutions to ensure a high level of continuous practical training, creating conditions for professional development and self-realization of future teachers are substantiated. Great emphasis is placed on the need for creative use of theoretical knowledge and practical skills working with students, modern teaching technologies, students’ educational and social development, as well as systematic professional self-improvement and self-development. It was proved that in the process of teacher training system pedagogical practice performs a number of important functions: educational, developmental, diagnostic and corrective, communicative, organizational (management), prognostic, preventive, etc. The approximate content of this student practice in general educational institutions is given taking into account such directions, as: work with deviant and gifted pupils, inclusive education, sociocultural animation, etc. The results of an empirical study on the readiness of graduates of pedagogical specialties for the practical use of social and educational technologies in school are presented. The difficulties most often faced by respondents in working with students were identified, including: work with different categories of parents, individual counseling of students, resolution of pedagogical conflicts, implementation of diagnostic activities and socio-pedagogical communication, etc. The author proved that combination of theoretical and practical teacher training, integration of teaching with research and experimental work would contribute to the practical orientation of the educational process at the university, active search and implementation of non-traditional forms and methods of teaching, in particular in socio-pedagogical aspects. The article partially uses the materials of the author's dissertation “Theoretical and methodological principles of professional training of future primary school teachers for socio-pedagogical activities” (2015) for the degree of Doctor of Pedagogical Sciences.

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