scholarly journals Pedagogical support for the development of social intelligence in the future teacher at the University

2019 ◽  
pp. 136-141
Author(s):  
Vladimir N. Mezinov ◽  
Irina Y. Filatova
Keyword(s):  
High School ◽  
Extracurricular Activities ◽  
Social Intelligence ◽  
Future Teacher ◽  
Paired Comparisons ◽  
Self Development ◽  
The Future ◽  
The University ◽  
Different Levels ◽  
Method Of Paired Comparisons

The problem covered in the article is important for ensuring the effectiveness of the process of development of social intelligence in students mastering the profession of a teacher at the University. The article analyzes the concepts of "social intelligence", "self-development", "the need for self-development" and substantiates the pedagogical conditions that ensure the effectiveness of the process of development of social intelligence in high school. The following methods were used: the test of social intelligence j. Gilford and M. Sullivan (Russian adaptation of the test by E. S. Mikhailova), the method of paired comparisons by V. V. Skvortsov. The actual needs of future teachers with different levels of development of social intelligence are revealed. The study allows us to conclude that the effectiveness of the development of social intelligence in the future teacher at the University is achieved through the implementation of pedagogical technology, pedagogical support, means of classroom and extracurricular activities.

Does a Terminal Mathematics Course Contribute to Changes in Attitudes toward Mathematics?

1971 ◽  
Vol 2 (3) ◽  
pp. 197-205
Author(s):  
Douglas B. Aichele
Keyword(s):  
Student Attitudes ◽  
Attitudes Toward Mathematics ◽  
Attitude Scale ◽  
Paired Comparisons ◽  
University Of Missouri ◽  
Attitudinal Changes ◽  
The University ◽  
Method Of Paired Comparisons ◽  
Mathematics Course

An Attitude Scale was developed to assess attitudinal changes in students enrolled in a terminal mathematics course taught at the University of Missouri-Columbia. Student attitudes, or opinions, were assessed in 4 areas (a) the learning of mathematics, (b) mathematics as a process, (c) the place of mathematics in society, and (d) school and learning generally. The method of paired comparisons was used to establish the scale values for the statement of the attitude instrument. For each part of the Attitude Scale, student (N=65) responses on the initial and terminal presentations were compared and the differences were not statistically significant. However, analysis of responses to individual statements within each part of the Attitude Scale revealed several significant changes.

Training of Future Teachers to Interact with Schoolchild’s Family

2016 ◽  
Vol 4 (5) ◽  
pp. 23-29
Author(s):  
Смирнова ◽  
Anastasiya Smirnova
Keyword(s):  
High School ◽  
High School Student ◽  
Future Teacher ◽  
Family Education ◽  
Theoretical Knowledge ◽  
Educational Support ◽  
Professional Interaction ◽  
Conflict Situations ◽  
Different Types ◽  
The Future

The article considers the content and methods of training of pedagogical high school student to interact with the schoolchild’s family, purpose of which is to enrich the base of his theoretical knowledge, mastering their techniques and skills of professional interaction with children and members of their family. The author presents a developed model of training of the future teacher in the process of realization of the special course “Family problems and family education”, orienting the teacher to the psychological and educational support of children, resolution of complex conflict situations in different types of families, help parents in creating a friendly family atmosphere.

scholarly journals RELATIONSHIP BETWEEN SELF-PERCEPTIONS AND CAREER ORIENTATIONS OF FUTURE TEACHERS

2020 ◽  
Vol 12 (4) ◽  
pp. 55-62
Author(s):  
Yana Vitalievna Saiko
Keyword(s):  
Career Advancement ◽  
Future Teacher ◽  
Self Perception ◽  
Future Teachers ◽  
Self Perceptions ◽  
Self Image ◽  
Self Development ◽  
The Future ◽  
Career Orientations ◽  
The Relationship

Self-image and career orientations determine the formation and development of the future teacher as part of career advancement and professional socialization. During university studies there is a formation and development of career orientations, as well as a change of self-perception in future teachers. By understanding the prospects for career advancement and comparing them with educational opportunities and abilities, the future teacher can successfully direct self-development at achieving career goals. The effectiveness of career planning of a teacher depends largely on his/her self-confidence and ideas about career orientations, his/her satisfaction with professional activity, the consistency of professional and personal development. Aim. The purpose of the article is to identify the relationship between self-image and career orientations of future teachers. Materials and methods. The study involved 162 students of the South Ural State Humanitarian and Pedagogical University aged from 17 to 24 years. The study was based on two methods: “Career Anchors” (E. Shane), which determine the career orientations of a person; life-orientation (D.A. Leontiev), allowing to assess the degree of conviction of the subject in the ability to control his/her own life. To determine the relationship between the two variables, the Pearson correlation coefficient was used with SPSS Statistics v. 22. Results: an empirical study conducted on a sample of future teachers (n = 162) showed that there were significant correlations between self-perception and career orientations. Dependencies between two career orientations (“service”, “challenge”) with self-image (“The master of life”, “I control my life”), characterized by the ability to influence the life of the teacher, were revealed. The dominant (“work stability”, “service” and “integration of lifestyles”) and weakly expressed (“residence stability”) career orientations of future teachers were determined. It is shown that future teachers expressed a desire to shape themselves as a specialist, to transfer their experience and knowledge to their students, to embody their universal human, spiritual and moral values and ideas in their work. Students were convinced that they would be able to make the right decisions and cope with any professional difficulties. Conclusion. The results allow us to conclude that there are significant correlations between self-perceptions and career orientations in future teachers. Self-image largely determines the goals and values of the future teacher in the field of educational activities. Self-perception determines the semantic side of career orientations, while the degree of understanding of the leading career orientations affects the personal and professional development of students during training, as well as their ideas about themselves. By receiving education, future teachers strive for self-development and self-realization in the framework of "horizontal career" and clearly demonstrate their willingness to serve people and society, which confirms the need to support and develop the autopsychological competence of future teachers.

scholarly journals Formation оf Creative Pedagogical Аctivity оf Students іn Extracurricular Activities

2020 ◽  
pp. 148-157
Author(s):  
Viktoriia Dоmina ◽  
◽  
Ludmyla Tsybulko ◽  
Anna Bondarenko ◽  
◽  
...  
Keyword(s):  
Extracurricular Activities ◽  
Educational Process ◽  
Future Teacher ◽  
Modern World ◽  
The Future ◽  
Comprehensive Development ◽  
The Individual ◽  
Spiritual Potential ◽  
Favorable Conditions

The formation of creative personality is of particular importance in the context of socio-economic transformations in the modern world. At the same time, the strategic task of reforming education in Ukraine is the comprehensive development of the individual, the disclosure and realization of his creative and spiritual potential in various activities. Contemporary socio-cultural trends necessitate the development of a child's creative potential. Developing their abilities during training, the child retains the creative nature of attitude to any business that is absolutely necessary in society. That is why the future teacher should create favorable conditions for the development of creative abilities of each student, as well as – strive for continuous self-improvement. In the process of vocational training, the student should be ready to develop creative professional abilities. Thus, creative pedagogical activity is a manifestation of a person's quality, which is reflected in his quality of work, his activity. Due to the change of potential and real quality, there is an increase in the quality of a person, his professionalism, skill. In the proposed article the author proves the necessity of forming creative pedagogical activity in a new generation of future teachers. The relation between the terms «pedagogical skill» and «creative pedagogical activity» has been clarified. The basic scientific approaches to formation of creative pedagogical activity of the future teacher are investigated. Theoretical foundations of the study of the phenomenon of creative pedagogical activity, which reveal its essence as the tops of professional skill of the teacher, are considered. The importance of the teacher's creative pedagogical activity in the modern educational process is determined.

scholarly journals Formation and development of vocational mobility of the future teacher of Physical Education in educational space of university

2018 ◽  
Vol 8 (4) ◽  
pp. 142-147
Author(s):  
Tatiana Anatolievna Fugelova
Keyword(s):  
High School ◽  
Physical Education ◽  
Continuing Education ◽  
Education System ◽  
Future Teacher ◽  
The Other ◽  
Personal Factors ◽  
Vocational Orientation ◽  
The Social ◽  
The Future

The article is based on the idea of conjugation between social and personal factors in the preparation of a teacher of Physical Education (PE). It creates the conditions for building a harmonious relationship with the surrounding world, finding one’s place in society, vocational orientation, formation of readiness for adaptability and mobility in the future vocational activity. The conditions, ensuring the formation and development of vocational mobility of the future teacher of PE in the socio-cultural educational space of high school, are dialogization, taking part of the future experts in project activities at various levels.  We have considered the process of formation and development of vocational mobility of the future expert in the social and cultural educational space of high school within the framework of the continuing education system. The concept of continuing education involves the inclusion of dialogue relationship, which contributes to the formation and development of vocational mobility of the future teacher of PE at all levels: knowledge, skills, creativity, experience in value and emotional orientation. The transition from one level of formation of vocational mobility to the other one in the socio-cultural educational space of high school is provided by the realization of the complex of strategic conditions and pedagogical tactics (pedagogical support, educational accompaniment, enhance social and vocational values), which contribute to the development of the readiness of the future teachers of PE to changes, innovations in the process of vocational activity. Keywords:  vocational mobility, educational space, continuing education, strategies and tactics of vocational mobility.

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.

Sign in / Sign up

Export Citation Format

Share Document