scholarly journals TECHNICS AND METHODS OF PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF SCHOOL TEACHERS IN THE UNIVERSITIES OF GERMANY

2016 ◽  
pp. 172-182
Author(s):  
Liudmyla Diachenko
Keyword(s):  
Research Training ◽  
Personal Responsibility ◽  
Training Methods ◽  
Pedagogical Practice ◽  
Federal Republic Of Germany ◽  
Future Teachers ◽  
Pedagogical Training ◽  
Individual Work ◽  
Individual Support

The basic technics and methods of psychological and pedagogical training of teachers of secondary schools used at the universities in Germany are presented in the article. It is also emphasized that the competence approach is the conceptual basis of professional pedagogical education in Germany. We discovered that the main forms of training in the Federal Republic of Germany are: lecture, seminar, colloquium, professional pedagogical practice, individual work. We also detected that: written homework, oral and written tests, bachelor and master theses and portfolio is used for intermediate and final control of students learning. After the introduction of competency approach the role of traditional forms of teaching students at German universities is changing. Now lectures mainly serve to present the basic theory, and they are the methodological basis and guide for students further individual work. A decrease in the number of lectures is happening, preference is given to work in the workshops, which aimed to specify and explain the issues outlined in the lectures. We found that psychological and pedagogical training of future teachers is practice- oriented, aimed at the development of professional competencies and personal responsibility. Herewith this theoretical training is practically oriented and is organized using the reflection, cooperative, problem-based, situational and research training methods. During university studies much attention is paid to individual support and training of students as future teachers which is implemented in the form of mentoring and coaching.

scholarly journals A System of Objectives for Teaching Discrete Mathematics to Future Mathematics and Informatics Teachers within an Integrative and Modular Approach to Education

2020 ◽  
pp. 84-99
Author(s):  
E. I. Deza ◽  
L. V. Kotova ◽  
D. L. Model
Keyword(s):  
Educational Process ◽  
Discrete Mathematics ◽  
Modern World ◽  
Practical Implementation ◽  
Modular Approach ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Science And Education ◽  
Level Model

The article deals with the theoretical foundations, methodological features and practical problems of teaching discrete mathematics to future teachers of mathematics and computer science in terms of integrative-modular approach to the organization of the educational process. In particular, the multilevel system of purposes of continuous teaching discrete mathematics according to the scheme “school — bachelor — master” is constructed. The role of discrete mathematics in the modern world, science and education is analyzed. The necessity of introduction to the basic questions of discrete content line of schoolchildren and students is justified. The place of discipline “Discrete Mathematics” in the system of modern domestic general and higher education is revealed. Methodical expediency of development and implementation in the pedagogical practice of continuous learning methods of discrete mathematics in the system “school — bachelor — master” on the basis of integrative-modular approach to the organization of the educational process is justified. Based on the basic provisions of the competence approach, guided by the principles of fundamentality, continuity, integrativeness, professional orientation and modularity, a multi-level model of subject competencies — a system of goals for teaching discrete mathematics to future teachers of mathematics and computer sciences has been developed. The issues of practical implementation of the developed method are considered.

scholarly journals PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF FUTURE TEACHERS OF SECONDARY SCHOOLS IN THE UNIVERSITIES OF GERMANY

2021 ◽  
Vol 2 (2) ◽  
pp. 37-54
Keyword(s):  
Secondary Schools ◽  
Professional Training ◽  
Legal Framework ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Pedagogical Training ◽  
Training Standards ◽  
Four Blocks ◽  
Learning Development ◽  
German Universities

The purpose of the study is to identify key principles for structuring the content of psychological and pedagogical training of future teachers based on the analysis of the legal framework for professional training of teachers of secondary schools in Germany, and based on program-methodical and educational-methodical documentation of German universities as well. The author has found that the training of future secondary school teachers in German universities includes four blocks: 1) special-subject; 2) subject-didactic; 3) "Science of Education"; 4) professional and pedagogical practice. The author emphasizes the special significance of the block "Science of Education", because it reflects the content of psychological and pedagogical training of teachers. In the article it was revealed that the purpose of this block is to consider the main problems of teaching, education, and assessment of students, and the introduction of innovations based on the synthesis of knowledge in pedagogy, psychology, sociology. The basic fundamental task of the block "Science of Education" is to develop special reflective competence of future teachers. Teacher training standards for the block "Science of Education" are formulated in terms of competencies, which every future teacher should possess for the effective implementation of professional and pedagogical activities. There is a further development of the curriculum of psychological and pedagogical training of teachers on the basis of these standards. The central points of these standards are education and upbringing; profession and role of teacher; action strategies in decision-making situations; designing the learning process and learning environment; diagnostics, assessment, counseling; differentiation, integration, support; motivation for success and learning motivation; learning, development, socialization; communication, interaction and conflict management; media education; school development; research in the field of education. The author reveals two key areas of structuring the content of curricula in the block "Science of Education". The first one is based on the subject principle - through the definition of the list of disciplines and on the principle of interdisciplinarity. It provides conducting classes based on the synthesis of knowledge in pedagogical, psychological, and sociological sciences. It is proved that the interdisciplinary principle is determinative in the process of updating the content of psychological and pedagogical training of teachers in Germany.

scholarly journals Features of practical pedagogical training future teachers of foreign languages in western europe

2021 ◽  
pp. 51-59
Author(s):  
Evgeny Spitsyn ◽  
Valentуna Chernysh
Keyword(s):  
Great Britain ◽  
Western Europe ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Pedagogical Training ◽  
Training Standards ◽  
Analytical Review

The article deals with the analysis of the experience of organizing the pedagogical practice of future teachers in Germany and Great Britain. An analytical review of existing documents, which sets out the basic principles of training future teachers in Germany and the United Kingdom. The position of teacher training standards has been studied. The professional competencies of the teachers which are presented in the current standards are described. The peculiarities of the organization of pedagogical practice of future teachers in general and foreign language teachers in particular, in the modern universities of Germany and Great Britain are determined. The types of pedagogical practices introduced in various universities of Germany and Great Britain are characterized. The content and volume of practical training in universities are presented in detail, its goals are specified. Possible ways of implementation the experience of European countries on this issue in higher education in Ukraine have been identified.

scholarly journals РОЛЬ ПЕДАГОГІЧНОЇ ПРАКТИКИ У ПІДГОТОВЦІ МАЙБУТНЬОГО ВИКЛАДАЧА МИСТЕЦТВ

2021 ◽  
pp. 439-441
Author(s):  
Т. В. Ткаченко
Keyword(s):  
Intellectual Development ◽  
Pedagogical Practice ◽  
Spiritual Values ◽  
Future Teachers ◽  
Pedagogical Culture

The paper considers the important role of pedagogical practice for the training of future teachers of art disciplines, its principles and patterns. It is established that the success of preparing a student musician for pedagogical activities depends on the formation of his spiritual values, professional and pedagogical culture, methodological competence, intellectual development, ability to reflect.

Technologies of Educational Consulting Accompanied by Pedagogical Practice of University Students

2018 ◽  
pp. 17-22
Author(s):  
Н. Саханский ◽  
N. Sakhanskiy
Keyword(s):  
University Students ◽  
Teaching Practice ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Innovative Technologies ◽  
Consulting Services ◽  
Academic Group

The article deals with innovative technologies of educational consulting in support of preparation and conduct of teaching practice, the role of the teacher consultant academic group, consulting pedagogical practice of future teachers, the contradictions and benefi ts of innovative technologies in key consulting services, organizing and conducting practices, improving the quality of management of the pedagogical practice of the students, the functions of educators, pedagogical conditions of realization of activity of a curator of academic groups, aimed at improving the quality of management of teaching practice, there are concerns the interaction with the “network consultants” .

scholarly journals REALIZATION OF THE MULTICULTURAL COMPONENT IN PROFESSIONAL PREPARATION OF FUTURE TEACHERS OF PRIMARY SCHOOL

2018 ◽  
pp. 5-8
Author(s):  
T. ATROSHCHENKO
Keyword(s):  
Primary School ◽  
Academic Discipline ◽  
Multicultural Training ◽  
Educational Process ◽  
Theory And Practice ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Research Activity ◽  
Educational Work ◽  
Pedagogical Training

The article has substantiated the ways of implementing a multicultural component in the training of future primary school teachers. We have consider polycultural component as one of the components of vocational and pedagogical training of future teachers of primary school. Its content is realized in its field of activity, aimed at the development of professional skills and values, value-orientation basis of personality and promotes formation of readiness of the future specialist for multicultural interaction.The composition of the multicultural component of vocational and pedagogical training includes a set of interrelated elements as external (ethno-cultural, socio-cultural, intercultural), and internal (ideological) plans that determine the content of vocational and pedagogical training of students on the basis of introduction theoretical and practical material characterized by multicultural orientation into the educational process. In accordance with such understanding of the multicultural component of vocational and pedagogical training, we can distinguish following main structural elements: ethnocultural; socio-cultural intercultural. The academic discipline «Theory and practice of formation of interethnic tolerance of future teachers of primary school» has been presented and its importance in multicultural preparation of masters students of specialty 013 «Primary education». It has been recommended innovative methods and forms of educational work that contribute to the preparation of a multicultural specialist in the elementary educational establishment. The author of the article has pointed the importance of pedagogical practice in multicultural training for future teachers of primary forms, independent and professionally directed extra-curricular work, students' research activity in the perspective of multicultural issues.

scholarly journals Willingness of future teachers to apply innovative productive teaching methods to form a healthy lifestyle in preschoolers

2020 ◽  
Vol 210 ◽  
pp. 18020
Author(s):  
Elena Egorova
Keyword(s):  
Correlation Coefficient ◽  
Teaching Methods ◽  
Healthy Lifestyle ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Educational Discourse ◽  
Pedagogical Training ◽  
Kendall’S Τ ◽  
Theoretical Reasoning ◽  
Student’S T

The goal of the study is to investigate the willingness of future teachers to apply innovative productive teaching methods in their direct work. Future teachers took part in the written survey (N0=141), students of other specialities and established professionals (N1=N2=28). Fisher's φ test, Pearson's correlation coefficient, biserial correlation coefficient, Kendall's τ correlation coefficient, Student's t-test (p ≤ 0.01) were used to statistically evaluate the results It is shown that future teachers from the proposed options choose mainly reproductive methods, and freely formulate informative methods. The most significant differences were revealed between the samples of future teachers and “adults” who do not have pedagogical training, which indicates the choice of methods not based on knowledge in the professional sphere, but on the basis of everyday ideas characteristic of this generation. It can be concluded that future teachers are really not ready to apply innovative productive methods in their practice, preferring more traditional informative and reproductive ones. This poses the task of finding ways to introduce into pedagogical practice those methods, theoretical reasoning about which is oversaturated in modern scientific and educational discourse.

scholarly journals People of the composition of professional and pedagogical preparation for future teachers of the initial classes

2019 ◽  
Vol 65 (2) ◽  
pp. 286-289
Author(s):  
Anna Struk
Keyword(s):  
Elementary School ◽  
Vocational Training ◽  
Professional Training ◽  
Future Teachers ◽  
Pedagogical Training ◽  
Theatrical Performances ◽  
The Individual ◽  
Positive Results

Based on the analysis of research and publications, the content of the readiness of future teachers for pedagogical activity is determined and the ethnographic component is distinguished. Clarifies the essence and content of the concepts of «ethnographic component», «vocational training», «vocational and pedagogical training». The emphasis is placed on the meaning of the concept of «ethnographic component» in the national formation of the individual. It is emphasized on the importance of studying ethnography in the professional training of future teachers of elementary school. The quality of education is a multidimensional model of social norms and requirements for a person, an educational environment in which its development takes place, and a system of education that implements them at all stages of human learning. It will depend on the quality of the teachers professional training of future teachers and will depend on the learning process in the elementary school. It indicates the role of the teacher, his creative approach, the principledness to himself and the students who know the traditions of his people, the countries that give positive results to the education of young people. It is the teacher who becomes both a scriptwriter, a director, an artist, and a musician at the same time. It is as if by the wake of his magic wand the old customs and traditions of our people come to life. Pedagogical work itself induces creativity. Theatrical performances, educational events, folk festivals are part of the creative teachers laboratory. The teacher must be principled in relation to himself, in relation to work and to students. This is a positive principle. It contributes to the success of the teacher and becomes an integral part of the ethnographers in his further pedagogical activity.

scholarly journals FORMATION OF FUTURE TEACHERS' PROFESSIONAL RESPONSIBILITY

2021 ◽  
pp. 103-106
Author(s):  
Halyna Meshko ◽  
Oleksandr Meshko
Keyword(s):  
Higher Education ◽  
Informal Education ◽  
Professional Training ◽  
Value Orientations ◽  
Professional Responsibility ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Self Development ◽  
Development Methods

The study is devoted to the current problem of modern psychological and pedagogical science and practice − the formation of professional responsibility of future teachers at the stage of training and the role of pedagogical disciplines in this process. The purpose of the article is to clarify the essence and approaches to the study of professional responsibility and identify ways to form it in future teachers at the stage of study in higher education. The article analyzes the state of development of the problem in the psychological and pedagogical literature; the essence of the concept of «responsibility», «professional responsibility of future teachers», approaches to their study, outlined ways and methods of forming professional responsibility in higher education. Educational and professional training programs for bachelors of pedagogical specialities, based on the analysis of scientific sources, and generalization of pedagogical experience, it has been determined that future teachers' professional responsibility formation involves: formation of their active professional and subjective position and responsible behaviour in teaching; cognitive competence in the field of pedagogical axiology and focus on self-development. Methods and forms of work that contribute to the formation of professional responsibility of future teachers in the integrated course «Pedagogy» have been characterized. Methods of acmeological influence on the personality of future teachers, their motivational sphere, value orientations and professional values, on the development of their subjectivity and professional-pedagogical position, are presented. It has been determined that the formation of professional responsibility is facilitated, in addition to the study of professional training, pedagogical practice, training practice, and the involvement of students in volunteering and various actions and projects. In the process of formation of professional responsibility of future teachers imprint the professional and pedagogical position of teachers, the value orientations of the student group, the whole system of attitudes of the subject to the future profession, which is purposefully formed. The prospects of further scientific research have been outlined, which consist in substantiation, development and implementation of the system of future teachers' formation professional responsibility through formal and informal education at the stage of professional training.

Role of the family focused technologies in the clinical course of pregnancy at women of high obstetric risk

2016 ◽  
pp. 64-66
Author(s):  
S.Yu. Vdovichenko ◽  
Keyword(s):  
Comparison Group ◽  
Traditional Approach ◽  
Married Couple ◽  
Premature Births ◽  
Individual Support ◽  
The Family ◽  
Risk Patients ◽  
Individual Preparation

The objective: to show a role of the family focused technologies in depression of frequency of pathology of pregnancy at women of high obstetric risk. Patients and methods. For determination of efficiency of prophylaxis of pathology of pregnancy on the basis of use of the family focused technologies complex clinical-psychological and laboratory and tool examination of 300 women with factors of obstetric risk which were divided into two groups was conducted. In the main group – 182 women with motivation on partner labors to which provided training on system of individual preparation of married couple to labors. The comparison group consisted of 118 women who were not in prenatal training and had individual support in childbirth, with the traditional approach to pain management. Results. Use of the family focused technologies during pregnancy allows to reduce significantly the frequency of the main complications of pregnancy, especially not incubation and premature births. Conclusion. In our opinion, the technique is simple, available and can widely be used in practical health care at women with high obstetric risk. Key words: obstetric risk, the family focused technologies, prophylaxis.

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