scholarly journals МОВНА ОСОБИСТІСТЬ УЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ У СВІТЛІ ВИМОГ МОДЕРНІЗАЦІЇ ОСВІТИ ХХІ СТОЛІТТЯ

2021 ◽  
pp. 312-316
Author(s):  
Н. М. Чернушенко
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Primary School Teacher ◽  
Future Teachers ◽  
School Teachers ◽  
The Future

“Linguistic personality” concept is generalized in the article; objective and subjective factors that influence linguistic personality formation of a primary school teacher are stated; expediency of linguistic personality concept essence is substantiated for training of the future new Ukrainian school teachers, problems of linguistic personality formation of future teachers in the scope of modern linguodidactics

scholarly journals FORMATION OF FUNDAMENTALS OF COMPUTER LITERACY OF THE FUTURE PRIMARY SCHOOL TEACHER IN THE PROCESS OF VOCATIONAL EDUCATION

2021 ◽  
pp. 455-459
Author(s):  
Ihor Shkyrta ◽  
Vasyl Lazar ◽  
Nataliia Bazar
Keyword(s):  
Primary School ◽  
Information And Communication Technologies ◽  
Computer Literacy ◽  
School Teacher ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Future ◽  
Information And Communication ◽  
Methodological Principles

The article defines the role of computer literacy as a component of future teacher training, identifies and characterizes the criteria and components of computer literacy in the light of today's requirements. The urgency of the problem of forming computer literacy of future primary school teachers in the process of professional training is due to the contradictions between the growing needs of society in teachers of new formation, capable of implementing modern information and communication technologies (ICT), and insufficient development of theoretical and methodological principles pedagogical education. The purpose of the article: to determine the role and place of computer literacy in the professional activity of the future primary school teacher; analysis of theoretical and methodological principles of computer literacy of future primary school teachers. To clarify the goal, various methods of scientific research were used: analysis of scientific literature − to determine the scientific and theoretical basis of the future primary school teacher to the use of information and communication technologies in professional activities; theoretical generalization, systematization of research - to substantiate the conceptual provisions of primary school teacher training in terms of informatization of education, the allocation of components of computer literacy of the teacher. The materials of the article reflect the current problem - the formation of computer literacy in future primary school teachers. The article identifies the role of computer literacy of future primary school teachers; the interpretation of the concept of «computer literacy» and its content is given, the theoretical and methodological principles of computer literacy are analyzed in the light of modern requirements.

scholarly journals КРИТЕРІАЛЬНО-РІВНЕВА СТРУКТУРА ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ЗАСТОСУВАННЯ ЗАСОБІВ ЕЛЕКТРОННОЇ ЛІНГВОМЕТОДИКИ В ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ

2019 ◽  
Vol 69 (1) ◽  
pp. 160
Author(s):  
Inna A. Khyzhniak
Keyword(s):  
Primary School ◽  
Professional Growth ◽  
School Teacher ◽  
Level Structure ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
The Future

The issue of measuring the quality of higher pedagogical education is considered in the article, in particular in the process of training the future primary school teachers. The author studies the structure of the future teachers’ preparedness to use the means of electronic linguomethods in their professional activities through the system of the components of this personal phenomenon, the criteria for revealing each of them, the indicators for their being measured and the levels of their being formed. The theoretical investigation has shown that the structure of the professional growth of future pedagogues is mostly considered in the unity of the motivational, cognitive, operational and evaluating components. Defining and characterising these components in the structure of the preparedness of future primary school teacher to use the means of electronic linguomethods in the professional activities has given the author the opportunity to find out the overall component-level structure of this personal-professional formation, which helps to comprehensively measure the quality of its development in the primary school teachers education. As a result, this structure illustrates the interconnection and subordination of the components of preparedness (motivational-valuable, cognitive, operational-activity, projective); the criteria of their measurement (directedness and aspiration, knowledge, skills and abilities), the indicators of each criterion (professional-personal, acmeological, linguomethodic aspiration and others; theoretical and methodological, linguomethodic, projective-methodical and other knowledge; methodical, motivational and other skills and abilities); the levels of mastery of future primary education specialists preparedness to use the means of electronic linguomethods in their professional activities: intuitive-receptive, reproductive, productive, research-creative. Characterising the level of preparedness of future primary school teachers to use the means of electronic linguomethods in their professional activities as stages of developing the skills of work with the means of electronic linguomethods, the author also tracks the individual regularities of transition from one level to another during studying at the institution of higher education.

scholarly journals Development of the Ideological Culture of the Future Primary School Teacher in the Conditions of the New Ukrainian School

2021 ◽  
Vol 7 (3) ◽  
pp. 102-109
Author(s):  
Nataliia V. Olkhova
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Complex Analysis ◽  
System Analysis ◽  
School Teacher ◽  
International Standards ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Future

The value system of the Organisation of the New Ukrainian School (NUS) aims to adapt the education system in Ukraine to progressive international standards in terms of prospects for Sustainable Development and lifelong education, while preserving the best traditions of national pedagogy. In the vector of such ambitious plans and positive prospects for qualitative transformations in education and other social existence areas, the NUS teacher's personality acquires central significance. The problem of developing a worldview culture become central. We propose to define it as a “positive worldview culture of the teacher”. The study aims to mutually integrate the concepts of the worldview culture of primary school teachers and the ideological, axiological and practical aspects of the NUS implementation. In preparing the study, the authors used observation, description, complex analysis, analysis of the regulatory framework for the implementation of the NUS and the updated standard of education, functional method, comparison method, System Analysis, generalisation and abstraction. As a result, the study analysed the concept of the worldview culture of primary school teachers, defined the directions and sources of developing worldview culture of future primary school teachers, and structured the main desirable features of the worldview culture of the future teacher of NUS formed during studying at HEI. The study found out that ideological culture is associated not only with the intellectual development and assimilation of universal knowledge in a ready-made form (uncritically, without rethinking), but also with the interpretation of this knowledge in the light of personal experience, personality-oriented values and attitudes. The article substantiates the importance of organising professional training of future primary school teachers to achieve a high academic indicator of mastering knowledge, practical skills, and a generalised higher level of competence readiness, which is a professionally determined worldview culture. The study actualises the necessity to pay increased attention to the part of organising the training of future NUS teachers to the fundamentally important concept of a positive worldview culture

scholarly journals THE MANAGEMENT OF THE PROCESS OF INNOVATIVE CULTURE FORMATION OF FUTURE PRIMARY SCHOOL TEACHER: THE THEORETICAL ASPECTS

2018 ◽  
pp. 232-237
Author(s):  
M. SHEVCHUK
Keyword(s):  
Primary School ◽  
Innovation Management ◽  
School Teacher ◽  
Primary School Teacher ◽  
Future Teachers ◽  
School Teachers ◽  
Educational Innovations ◽  
Primary School Teachers ◽  
Culture Formation ◽  
Innovative Culture

The article deals  with the problem of the preparation  of a primary school  teacher as the founder of educational innovations, professionally prepared for a productive creative response to the challenges of a globalized world. The formation of the innovative culture of future primary school teachers of a comprehensive school is a precondition for improving the educational environment of junior pupils and promotes the development of their personality. The author believes that the effectiveness of the formation of an innovative culture of future teachers, who will work with pupils of junior school age, depends on the management. The article provides theoretical analysis of the  definitions of “culture”,“innovation”, “management”. The result of the theoretical study of encyclopedic-linguistic interpretations and interpretations of the above-mentioned terms by various scholars is the definition of the concepts of “innovative culture of the teacher”, “the formation of the innovative culture of the primary school teacher”. The author shows that under the conditions of permanent changes of modern education, the controlled formation of the innovative culture of future primary school teachers serves a specially organized management process, which involves the achievement of positive changes in the managed object due to purposeful rational volitional actions. In this case, the role of managing the process of formation of the innovative culture of primary school future teachers in the conditions of educational transformations and new methods in the preparation of a competitive specialist in the field of education is increasing. The main conclusion of the article is the formulation of the definition, which reveals the essence of the concept of “management of the process of innovative culture formation of future primary school teacher”.

scholarly journals ECONOMIC, PSYCHOLOGICAL, PEDAGOGICAL AND METHODOLOGICAL BASIS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF PRIMARY CLASSES IN THE CONTEXT OF IDEAS OF A NEW UKRAINIAN SCHOOL

2021 ◽  
Vol 3 (38) ◽  
pp. 522-529
Author(s):  
T. Shanskova ◽  
I. Konovalchuk ◽  
N. Rudnytska ◽  
N. Kolesnyk ◽  
S. Maksymets
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Future Teacher ◽  
Primary School Teacher ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Principles

Abstract. The article analyzes the trends in the change of key competencies required by the labor market. It is stated that these changes determine the new competencies that must be formed in the pupils of the school, which in turn changes the requirements for the competencies of the teacher. The directions of economic reforms of the Ukrainian school are studied and it is shown that these reforms will lead to an increase in the requirements for primary school teachers and increase the level of control over his activities from communities, whose funds will be used to finance educational institutions of each community. Therefore, as a priority area of reforming the Ukrainian school, a systematic approach to the training of future teachers was proposed, details of the reassessment of the components of this approach, the content of components and outlined new requirements for the components of primary school teacher competence. It is proved that the psychological and pedagogical principles of primary school teacher training and acquisition of professional competence are a set of interconnected components of the educational process, which form the need for improvement and interest in the profession; stimulate the education of the individual. Not only the importance of knowledge and skills, but also the qualities that will ensure an effective pedagogical process; form a proper self-assessment of the teacher and his objective assessment of students. Negative factors that may reduce the effectiveness of complex psychological and pedagogical principles of future teacher training have also been studied. It is stated that the key prerequisite for these principles should be the formation of a teacher as a person who loves children, enjoys communication and friendship with them, is able to share their joys and sorrows, and does not forget how she was a child. The system of methodical approaches of teacher training is considered and it is specified that it should aim at formation at the future teacher of aspiration of innovative pedagogical work as a basis of its self-realization. The structure of methodical approaches in modern conditions is estimated and its transience is indicated. That is, methodological approaches are only tools in the work of a teacher, and the constant search for pedagogical innovations for the desire to improve will allow him to choose the right tools from the set offered to him. The results of the study and the developed proposals will increase the effectiveness of reforming the New Ukrainian school. Keywords: competencies, system approach, education reform, professional training, future primary school teachers. JEL Classification M53 Formulas: 0; fig.: 2; tabl.: 2; bibl.: 20.

scholarly journals The Degree To Which Primary School Teachers In Amman Governorate Possess Soft Skills In Light Of Coronavirus Pandemic From Their Principals' Perspectives

2021 ◽  
Vol 12 (6) ◽  
pp. 1199-1212
Author(s):  
Dr. Fawaz Shehada , Et. al.
Keyword(s):  
Primary School ◽  
Soft Skills ◽  
School Teacher ◽  
Reliability And Validity ◽  
Survey Method ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Principals ◽  
Significant Difference

The problem and the aim of the study: The rapid growth in technologies and the threat of COVID-19 pandemic have brought remarkable changes in the twenty-first century. Corona pandemic has caused a series of transformations in the different spheres of social, political, labor,  economic and educational life. Different governments have launched emergency policy initiatives based on the suspension of classes and the closure of educational centers to continue teaching activities from homes through the use of information and communication, which led to the emergence of new skills that the teacher should possess in order to keep pace with modern developments and to continue with the student learning process. The primary school teacher is required to develop his soft skills with quality and efficiency, to be in line with the great technological renaissance the world is witnessing in the field of teaching, knowledge and culture, and to realize that one of his new tasks is to be a guide, facilitator and assistant for students to learn by themselves. Accordingly, the study aimed at finding out the degree to which primary school teachers in Amman Governorate, possess soft skills in light of Coronavirus pandemic from the viewpoint of their principals. Research methods: The researcher reviewed the related literature to narrow the topic and aggregate the theoretical and empirical research related to the topic. The descriptive survey method was used in the study in addition to a 41- item questionnaire distinctly developed for gathering data. Reliability and validity of these items were checked by applying it to a pilot group of 30 principals selected randomly. (837) male and female principals from Amman governorate were selected as a study population. The sample of the study was (228) principals who were randomly selected, and constitutes (27%) of the study population.The results of the study were obtained through appropriate statistical analyses, then  analyzed and discussed according to the questions of the study. Results: The results showed that the degree to which primary school teachers' possess soft skills was high. The results also indicated that there is a statistically significant difference according to gender variable in favor of females, while there are no statistically significant differences attributed to experience variable and the interaction between gender and experience. Conclusion: the study pointed out that the importance of soft-skills for teachers has got more importance under COVID-19 pandemic crisis, as utilizing soft skills in teaching will improve the quality of educational results. There is a need to create awareness among the teachers about the importance of soft skills for career advancement and how to develop and practice such skills. schools should carefully review and incorporate the desired soft skills into their curricula. However, they should also continue running specialized training workshops to help teachers further improve their soft skills. It is equally important that teachers should also make efforts for improving their skills level through self-directed readings and participation in appropriate skills development programs and activities.

Organization of teaching practice of future primary school teachers in the context of dual training system

2018 ◽  
Vol 32 (5) ◽  
pp. 942-954
Author(s):  
Natalia Khan ◽  
Aigul Syzdykbayeva ◽  
Fariza Kinzhibaeva ◽  
Gulmira Demesheva ◽  
Oryngul Abilova
Keyword(s):  
Primary School ◽  
Professional Education ◽  
Teaching Practice ◽  
School Teacher ◽  
Training System ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type ◽  
Teachers Training

PurposeThe purpose of this paper is to bare the peculiarities and challenges of the dual training (DT) of the future primary school teachers in the Republic of Kazakhstan. The above-mentioned problem is quite urgent, as the system of VET and DT is a rather new experience for Kazakhstani system of higher education. Thereby, the paper makes an effort to demonstrate the forms of organization of DT at teachers’ training university.Design/methodology/approachThe instruments for gathering information (data) for this study were various primary school teachers’ training curricula adopted by Kazakh State Women’s Teacher Training University; in particular, curricula of teaching practice. Various types of teaching practice during the entire learning period are provided by the state educational standards of higher professional education. Therefore, the research utilized a retrospective analysis that allows identifying the nature and specifics of the primary school teachers’ training curricula.FindingsThe paper points out the necessity to strengthen practical orientation of future primary school teacher through the synthesis of academic and educational processes (in school). It also presents the differences between the organization of teaching practice based on traditional and dual approach.Originality/valueThe authors suggest project curriculum of continuous teaching practice during the entire learning process on the example of the specialty 5B010200 Pedagogy and methodology of primary education in the context of DT and some results of its implementation.

Internship Organization for Bachelor Students of Psycho-pedagogical Education (Primary School Teacher) as Training Direction

2015 ◽  
Vol 7 (4) ◽  
pp. 32-41 ◽  
Author(s):  
I.M. Zakharova
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Personal Characteristics ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
Psychological Training ◽  
School Networking ◽  
Academic Year

bachelor program of "Psycho-pedagogical Education" (Primary School Teacher) training direction in a network of university and school. There is need to change the psychological training in internship of future primary school teachers. Changes in the content, forms and methods of work with intern student have regulatory grounds. New requirements for the development of the bachelor professional competencies determine the need for university and school networking. We established cooperation areas between the supervisor, university teacher and intern student and described reflexive reports on the results of students’ internship at school. We have identified the main difficulties of applying activity-related technologies by intern bachelor students and provide expert evaluations of student’s professional and personal characteristics, as well as student professional activities in dynamics during the academic year.

THE METHODICAL COMPETENCIES’ PROPAEDEUTIC OF THE FUTURE PRIMARY SCHOOL TEACHERS AT THE NATURAL SCIENCE LECTURES IN HIGH SCHOOL

2019 ◽  
Vol 1 ◽  
pp. 491
Author(s):  
Tatiana Solovyeva ◽  
Olesia Karpovich
Keyword(s):  
High School ◽  
Primary School ◽  
Natural Science ◽  
Future Teachers ◽  
School Teachers ◽  
The Unconscious ◽  
Primary School Teachers ◽  
Instructional Activities ◽  
The Future

The article characterizes and experimentally substantiates the criteria, indicators and levels of methodical competence of future teachers; illustrated by didactic means propaedeutic training of students for the instructional activities in primary school. The influence of metaprofessional (universal) instrumental competences formed by future teachers at Nature Science lectures on the unconscious, on the intuitive level, through the "insight", their acquisition of the methodological experience is proved.  

Primary School Teacher Vocational Education: Model Building

2019 ◽  
Vol 7 (6) ◽  
pp. 12-16
Author(s):  
V. Ulitko
Keyword(s):  
Primary School ◽  
Model Building ◽  
School Teacher ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Educational Standard ◽  
The Subject ◽  
Education Model ◽  
Additional Education

The subject of consideration of the author of the article is the problem of creating conditions for the formation of readiness of primary school teachers to act effectively in changing educational situations, to solve new professional tasks for the implementation of a new educational standard. The feasibility of leaving additional education in the field of informal, involving significant academic freedom, an active subjective position of the participants, their reflexive partnership, is substantiated.

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