scholarly journals MENTORING AS A FORM OF SCIENTIFIC AND METHODOLOGICAL SUPPORT OF THE PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS

2021 ◽  
Vol 5 (12) ◽  
Author(s):  
I.V RUDENKO ◽  
◽  
I.V SARKISOVA ◽  
Keyword(s):  
Professional Development ◽  
Future Teachers

scholarly journals Teaching First Aid to Prospective Teachers as a Way to Promote Child Healthcare

Healthcare ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 367
Author(s):  
María del Carmen Olmos-Gómez ◽  
Francisca Ruiz-Garzón ◽  
Paula Pais-Roldán ◽  
Rafael López-Cordero
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Prospective Teachers ◽  
Structured Interview ◽  
First Aid ◽  
Great Difficulty ◽  
Public University ◽  
Future Teachers ◽  
Emergency Situations ◽  
Child Healthcare

This article aimed to analyze, through a qualitative study (i.e., semi-structured interview), the opinions and knowledge of fourth-year future teachers at a Spanish public university (University of Granada) regarding training and the need for first aid (FA) at school. With a sample of 70 subjects in their last year of training, our conclusion is that although they are aware of the importance of first aid for their professional development, there is no such training in their careers, and thus they have great difficulty understanding how to react to emergency situations on the job.

scholarly journals Formation of motivational competence as a condition for successful professional development of future teachers-psychologists of inclusive education

2021 ◽  
Vol 113 ◽  
pp. 00022
Author(s):  
L.Y. Belenkova ◽  
S.A. Sazonova
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Experimental Work ◽  
Value Orientations ◽  
Future Teachers ◽  
Self Actualization ◽  
The Individual ◽  
The University

The article reflects the problem of formation of students' motivational competence in an inclusive environment of the university (motivations of affiliation, achievement, self-actualization and value orientations of the individual), presents the results of experimental work, testing of training for the of professional motivation of students in the process of studying disciplines of socio-psychological orientation, contributing to their successful professional development.

scholarly journals THE PROBLEM OF PERSONAL ORIENTED TRAINING OF FUTURE TEACHER OF MATH FOR SELF-EDUCATION ACTIVITIES ІN HISTORICAL DEVELOPMENT OF PEDAGOGY

2016 ◽  
pp. 91-98
Author(s):  
Marharyta Artemchuk
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Professional Training ◽  
Practical Aspect ◽  
Cultural Development ◽  
Educational Process ◽  
Future Teachers ◽  
Theoretical Terms ◽  
Personal Support ◽  
Technology Professional

The article deals with the problem of personality-oriented training in the context of social and educational problems. The urgency of the organization of self- activity of the future teachers of mathematics is proved.The relevance of self education of future teachers of mathematics is enhanced due to the existence of contradictions between: social demand for higher teachers of mathematics, successful in professional and cultural development, keen in the theory and methodology of professional education “white spots” in terms of personal support of educational process in universities;awareness of the need to improve the quality of the educational process through the use of its ways and means of self education of future teachers of mathematics and lack of pedagogical theory relevant regulations;Interests of students for self-technology professional development and the lack of individually oriented methodological component.Personality-oriented training of future teachers for math self-education as a social and pedagogical problem is very relevant due to the present conditions of entry of Universities of Ukraine into the European educational space, taking into consideration both scientific and practical terms. The scientific aspect of relevance is directly linked with the development of the theory and methods of professional education, which is informal by its nature; it is directly related to updating the objectives and content of professional training of future teachers, based on its personal and humanizing orientation. The practical aspect relates to the problem tasks in the context of the transfer of educational policy into professional development track of an individual student.The results of our problem’s review in theoretical terms is fundamental and multifaceted. It explains the fundamental ties to comprehensive personal developmental paradigm reform of professional training of future teachers, it needs to update to the new legal foundation - the law of Ukraine on higher education. The major problem is to determine the mechanism of self-education of Mai RF mate; laws and principles of its implementation; development of classifications and methods; stimulating activity of students in learning math education, self education values means; justification of a model of self-education of future teachers, which reflects the leading cognitive links between it and their postgraduate training, update the conditions of efficiency of self-education activities.

The Use of the Escape Room as a Methodology for the Development of Professional Skills in the Training of Future Teachers

2022 ◽  
pp. 280-302
Author(s):  
Miguel Ángel Gallardo-Vigil ◽  
María de Fátima Poza-Vílches ◽  
María Teresa Pozo-Llorente
Keyword(s):  
Professional Development ◽  
Active Agent ◽  
Essential Elements ◽  
Future Application ◽  
Educational Context ◽  
Future Teachers ◽  
Educational Activities ◽  
Global Pandemic ◽  
The Subject ◽  
New Generation

Faced with the new educational context that is emerging at this time in history, marked by a global pandemic, the learning and application of active methodologies where the teacher is not the only active agent in socio-educational activities is becoming key. Given this novel context, this chapter tries to outline how an escape room can be used as a strategy in the training of future teachers for the development of socio-emotional, sustainable, and multi-intelligence approaches, all currently necessary and essential elements of the professional development of this new generation of teachers in training. There is no doubt that the experience described in this chapter shows the applicability of these types of active methodologies in the classroom, since as defended in the document, it not only favours the motivation of students, but also the acquisition of certain skills and abilities, as well as the consolidation of theoretical content linked to the subject in which it is applied, thus favouring their future application when they become practising teachers.

scholarly journals Importance of managing the professional development of young teachers

2020 ◽  
pp. 115-117 ◽  
Author(s):  
Dinara Zhulamanova
Keyword(s):  
Professional Development ◽  
Novice Teacher ◽  
Team Approach ◽  
Educational Organizations ◽  
Future Teachers ◽  
Modern Approach ◽  
Young Professionals ◽  
Preparatory Programs ◽  
Further Development ◽  
Young Teachers

The article considers the importance of managing the process of professional development of young teachers in the education system of Kazakhstan. The author focuses on the introduction of a modern approach to the implementation of personnel policy in educational organizations, as well as on the method of training young professionals for schools and further development of the competencies of a novice teacher. In addition, the author suggests a number of measures for the successful adaptation of future teachers in the framework of state preparatory programs. The article considers the effectiveness of the "mentoring" function in modern realities, as well as the team approach in the process of becoming future teachers.

scholarly journals Pedagogical self-efficacy of future music teachers: factors and ways of development

2017 ◽  
pp. 133-135 ◽  
Author(s):  
T. I. Kremeshna
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
Music Teachers ◽  
Emotional State ◽  
Self Regulation ◽  
Future Teacher ◽  
Previous Experience ◽  
Future Teachers ◽  
The Future ◽  
Mechanisms Of Development

The article deals with the problem of pedagogical self-efficacy, which is closely related to the search for new ways to improve pedagogical activity, to increase the level of professionalism and competitiveness of the future teacher. The author investigates the essence of this concept, its role in the professional development of future teachers, determines the factors and mechanisms of development of pedagogical self-efficacy of future music teachers, in particular: previous experience of success and failures, observation of students’s observation of professional achievements of other people, verbal belief, physical and emotional state of personality, self-cognition as a futuremusic teacher, self-regulation, etc.

When It Comes to the Mathematics Experiences of Black Pre-Service Teachers… Race Matters

2014 ◽  
Vol 116 (6) ◽  
pp. 1-50 ◽  
Author(s):  
Ebony O. Mcgee
Keyword(s):  
Professional Development ◽  
Elementary Education ◽  
Research Design ◽  
Undergraduate Students ◽  
Mathematics Teachers ◽  
Mathematics Learning ◽  
Future Teachers ◽  
Phenomenological Research Design ◽  
Context Of Learning ◽  
Qualitative Phenomenological

Background/Context There is a growing body of research that conceptualizes mathematics learning and participation as racialized experiences; that is, learning experiences structured in part by the negative and unjust race relations that are present in U.S. society. However, the role racialized experiences play in the lives of Black elementary education pre-service students from urban contexts, as both students and future teachers of mathematics, is under theorized. Theoretical Framework Using critical race theory's racial micro-aggressions and the development of a mathematics identity, the author explores the mathematics experiences of 13 Black advanced undergraduate students who are elementary education majors. The participants’ narratives reflect their experiences as both students of mathematics and future teachers. Research Design A qualitative phenomenological research design was used to explore the prior and current mathematical experiences of the study participants and their future trajectories as teachers of mathematics. Reponses were coded to reveal themes of racialization and the development of the participants’ mathematics identities. Results The participants’ narratives cited Black male fathers and close male relatives as their first mathematics teachers, the presence of culturally affirming at-home mathematics activities, and detailed aspirations to teach mathematics fearlessly to their own children and future students. Their more recent experiences included academic struggles in mathematics, often stemming from racial stereotyping and non-affirming college mathematics teachers. Their voices suggest that, within the context of learning mathematics, they have generated self-constructions that include racism as part of their shared African American experience in mathematics schooling that have implications for their teaching of mathematics. Conclusion/Recommendations Recommendations include the provision of professional development that targets gaps in mathematics that are the result of inadequate and discriminatory learning opportunities, and culturally sensitive professional development for mathematics college faculty, with differentiated training for mathematics faculty not born in the U.S. In light of the high proportion of Black teachers working in urban schools who face a host of difficulties, this research also supports the continued development of combatting racial micro-aggressions in mathematics education as a decisive tactic to improve the retention of Black elementary education teachers.

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