scholarly journals Social maturity of a future teacher and professional formation

2020 ◽  
Vol 1 (189) ◽  
pp. 22-26
Author(s):  
Yaroslav Haleta ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Future Teacher ◽  
Future Teachers ◽  
Information Culture ◽  
Social Maturity ◽  
The Social ◽  
The Future ◽  
Research Concept ◽  
Quantitative Changes ◽  
Professional Formation

In our thesis is devoted to the problem of development of social maturity of the future teacher and his professional formation. The scientific prerequisites for studying the problem of social maturity are justified by the results of the analysis of social and cultural trends in the development of modern pedagogical education, the integration essence of pedagogical activity and the personality of the teacher make it possible to conclude that the theoretical search for effective ways of developing the social maturity of the future teacher. Methodological basis of the concept of development of social maturity at the philosophical level are the ideas of the active essence of man, his role in solving social, personal problems, the idea of natural and social integrity. The laws of the dialectic of unity and struggle of opposites, the transition of quantitative changes to qualitative, the principles of objectivity, determinism, development, systemicity and interaction. The leading methodological foundations of the research concept are systematic and activity approaches that allowed to consider social maturity as an integral system, to identify its elements, to define the subordinate basis of interaction, to establish the internal and external relations and interdependence between them, to consider each element as a system, and «social maturity» as a subsystem of system education of a higher level – «maturity». The content and ways of developing the social maturity of the future teacher in the context of updating the information culture of society aimed at increasing the efficiency of this process; methods and forms of activating conditions for the development of social maturity of the future teacher through the introduction of virtual forms of work; the methodology and tools for diagnosing the social maturity of the future teacher have been improved. The conceptual basis for the training of future teachers in terms of updating the information culture of society; pedagogical conditions and methods of effective formation of social maturity of the future teacher; use of modern information and communication technologies in the training of future teachers are of further development.

scholarly journals CONCEPTION OF DEVELOPMENT OF SOCIAL MATURITY OF FUTURE TEACHER

2021 ◽  
Vol 1 (194) ◽  
pp. 17-23
Author(s):  
Yaroslav Haleta ◽  
◽  
Alina Semak ◽  
Keyword(s):  
Professional Training ◽  
Educational Practice ◽  
Education Institution ◽  
Educational Process ◽  
Future Teacher ◽  
Information Culture ◽  
Social Maturity ◽  
The Future ◽  
Research Concept ◽  
Quantitative Changes

The scientific prerequisites for studying the problem of social maturity are justified by the results of the analysis of social and cultural trends in the development of modern pedagogical education, the integration essence of pedagogical activity and the personality of the teacher make it possible to conclude that the theoretical search for effective ways of developing the social maturity of the future teacher is conditioned not only by educational practice, but by objective needs of society as well. In our thesis, we consider the concept of development of social maturity of the future teacher as the unity of purpose, essence, principles, structure, content and the result of its implementation in the pedagogical educational process. Methodological basis of the concept of development of social maturity at the philosophical level are the ideas of the active essence of man, his role in solving social, personal problems, the idea of natural and social integrity. The laws of the dialectic of unity and struggle of opposites, the transition of quantitative changes to qualitative, the principles of objectivity, determinism, development, systemicity and interaction, which allowed: to reveal the dialectic of the pedagogical educational process, to the implementation of the concept of development of social maturity; to identify contradictions, relationships of quantitative and qualitative changes inherent in the development of personality, at the stage of professional training in a higher education institution; to study the patterns of development of subjects of pedagogical education in the context of updating the information culture of society, taking into account the psychological patterns of all types of activity. The leading methodological foundations of the research concept are systematic and activity approaches that allowed to consider social maturity as an integral system, to identify its elements, to define the subordinate basis of interaction, to establish the internal and external relations and interdependence between them, to consider each element as a system, and «social maturity» as a subsystem of system education of a higher level – «maturity».

scholarly journals Becoming Teachers’ Little Epics: What digital storytelling might reveal

2015 ◽  
Vol 49 (3) ◽  
pp. 641-660 ◽  
Author(s):  
Linda Radford ◽  
Avril Aitken
Keyword(s):  
Social Justice ◽  
Digital Storytelling ◽  
Teaching Practice ◽  
Future Teacher ◽  
Future Teachers ◽  
The Social ◽  
The Future ◽  
The Face ◽  
Critical Moments

This paper discusses pre-service teachers’ use of multi-modal tools to produce three-minute films in light of critical moments in their teaching practice. Two cases are considered; each centers on a film, a “little epic” that was produced by a future teacher who attempts to work within an anti-racist framework for social justice. Findings point to how multimodal tools are effective for engaging meaningfully with unresolved conflicts. However, in the face of trauma experienced, the future teachers’ efforts to work within a social justice framework may be pushed to the margins. This pedagogy / research sheds light on the workings of the inner landscape of becoming teachers, and highlights the dynamic of education as a psychic crisis compounded by the demands of the social.

scholarly journals Management of Educational and Cognitive Activities of The Future Teacher Through the Introduction of The Technology of Educational Animation Design

2020 ◽  
Vol 79 ◽  
pp. 01013
Author(s):  
Veranika Punchyk ◽  
Natalia Murodhodjaeva ◽  
Sergey Averin ◽  
Liudmila Varanetskaya ◽  
Katsiaryna Piatrutskaya
Keyword(s):  
Current Method ◽  
Descriptive Statistics ◽  
Future Teacher ◽  
Future Teachers ◽  
Pedagogical Training ◽  
State Pedagogical ◽  
Effective Technology ◽  
The Future ◽  
Cognitive Activities

The purpose of this paper is to describe the current method of managing the educational and cognitive activities of the future teachers in the process of general pedagogic training through the development and implementation of an original educational animation design technology. The attainment of this goal is presented in the paper in the logic of an innovative cycle, which reveals the genesis of its creation from an idea to practical approval. The authors used the following research methods: theoretical analysis, comparative analysis, ascertaining experiment, modeling, prototyping, pedagogical experiment, survey, observation, descriptive statistics. The authors describe the experience of implementing the educational animation designing technology in the process of general pedagogical training of future teachers (using the example of the Physics and Informatics program at the Belarusian State Pedagogical University named after Maxim Tank). At the end of the course, the students created original animated videos on physics as part of practical work in their pedagogy course. The potential of the developed technology as a means of managing the educational and cognitive activities of future teachers was implemented through the dominant diagnostic variable, i. e. the quality of the formed competencies in the Pedagogical systems and technologies course. As a result of the pedagogical experiment, it was confirmed that this technology allowed managing the educational and cognitive activities of modern students, helping to deal with mosaic thinking which is a specific feature of modern youth and that it was an effective technology for the general pedagogical preparation of a future teacher.

scholarly journals DEVELOPMENT OF THE AXIOSPHERE OF THE FUTURE TEACHER IN THE DIALOGUE SPACE OF MODERN EDUCATION

2018 ◽  
Vol 20 (7) ◽  
pp. 32-67 ◽  
Author(s):  
N. A. Astashova ◽  
S. K. Bondyreva ◽  
A. P. Smantser
Keyword(s):  
Conceptual Model ◽  
Educational Process ◽  
Theory And Practice ◽  
Future Teacher ◽  
Educational Activity ◽  
Practical Significance ◽  
Future Teachers ◽  
Value System ◽  
The Future ◽  
The Individual

Introduction. The vector of development of the education system, the choice of its contents, quality and results of training, style and spirit of the relationship of its participants, degree of their informative activity, intellectual and cultural growth are firstly caused by valuable attitudes of participants of the educational process. A teacher is a bearer of values. One of the main functions of the teacher is the education of the younger generation, the introduction of the person to moral ethics and universal values. In this regard, training of future teachers has to include the purposeful formation of the system of the internal, emotionally experienced values which will help them to cope with the complex of socio-cultural problems in the future professional activity.The aim of the paper is to present the research findings on the conceptual model of the dialogue space of education as the basis for the development of the future teacher axiosphere which corresponds to current ideological, social, economic, technological and other progressive civilization trends.Methodology and research methods. In the course of the research, fundamental ideas of the following scientific approaches were applied: humanistic approach – free and creative development of an individual; dialogical approach – pluralism of opinions and a variety of positions of subjects of education; axiological approach – attitude of the individual to the world around him/her, to other people and to himself / herself; activity approach – specific activity of the individual, aimed at appropriation of social experience by the person, change of the surrounding world and selfhood. To design and organize the model of the dialogue space, the methods of analysis, synthesis and generalization of the theory and practice were used.Results and scientific novelty. The authors presented the strategic guidelines of the interactive environment education: the development of social cooperation, using the pedagogical peaceful potential, the development of interpersonal and intergroup relations, organizing children spiritual and moral education as a national priority. The teacher value system was revealed empirically and described. It was found out that a modern teacher should responsibly perform the professional duties of a mentor, tutor and facilitator of the educational process. The authors clarified the concept of “axiological sphere” of the teacher. The teacher axiological sphere is considered as a complex of personal, professional-pedagogical and socio-cultural values. These values have separable functions. Firstly, they determine the content and nature of the educational activity. Secondly, they regulate the interaction of the participants of the educational activity. Thirdly, they stimulate personal self-expression of the members of that activity. Fourthly, they directly influence the efficiency and effectiveness of education.The conceptual model of dialogue space of education as a formation zone for the teacher’s axiosphere was designed on the basis of the theoretic-methodological, philosophical, psychological and pedagogical concepts of the leading scholars’ writings. The resources of this space were identified; its structural components were presented and proved. The implementation of the components mentioned above can create a special context for the humanitarian training of a future teacher; will give an opportunity of interactive development of students’ common cultural, communicative and special competencies; will increase students’ motivation to pedagogical activity, the search of new ideas for training, innovations and professional self-education. The authors demonstrated the value orientations typology and tactics of their acquisition by students at the dialogue level.Practical significance. The presented materials can be used in practice of the higher pedagogical education to improve the quality of graduates’ training through enrichment of their personality axiological sphere. The model for the formation of the future teachers’ value system in dialogue educational space will allow providing conditions for individualization of routes of their training taking into account different approaches to the organization of activity of education participants and features of their self-development. 

scholarly journals HRIHORII LEVCHENKO’S PEDAGOGICAL VIEWS ON THE FUTURE TEACHERS OF MUSIC EDUCATION

2020 ◽  
pp. 68-79
Author(s):  
Yu. Komyshan
Keyword(s):  
Music Education ◽  
Future Teacher ◽  
Highly Qualified ◽  
Future Teachers ◽  
Choral Conductor ◽  
Wide Range ◽  
The Future ◽  
Patriotic Education ◽  
Universal Values ◽  
The Individual

The paper summarizes pedagogical views on the education of future music teachers by Hryhorii Semenovych Levchenko, who is an Honored Artist of Ukraine, Professor, Head of the Department of Music of Poltava V.G. Korolenko National Pedagogical University, a choral conductor, a composer, a folklorist. It is determined that H. Levchenko’s pedagogical views on the education of future teachers are characterized not only by the training of highly qualified narrow-profile specialists but also by the education of a wide range of universal values and qualities. It is proved that the leading place in the teacher and artist’s pedagogical concept belongs to the national-patriotic education of students, which involves the development of national consciousness and self-identification, love for the Motherland, readiness to fulfill a civic duty to protect national interests, integrity, independence of Ukraine and love to national art, its customs, traditions, and culture. It was found that the teacher emphasized the need to form a moral and spiritual sphere of personality, which is based on universal values; took care of the development of artistic and aesthetic feelings, tastes, judgments, abilities of the individual and the ability to resist the aggression of pseudo-art; stressed the importance of labor education of future professionals, which is aimed at the formation of discipline, diligence, determination, endurance, responsibility for the common cause, the ability to work in a team. It is determined that a powerful source of education of the future teacher of music art (more broadly - the future teacher) is a folk song, artistic and practical activities in artistic and creative groups, and the example of the teacher (mentor).

scholarly journals CONDITIONS OF FORMATION OF CREATIVE POTENTIAL OF THE FUTURE TEACHER OF TECHNOLOGICAL EDUCATION

2020 ◽  
Vol 1 (191) ◽  
pp. 41-43
Author(s):  
Snizhana Bohomaz-Nazarova ◽  
Keyword(s):  
Creative Process ◽  
Professional Training ◽  
Future Teacher ◽  
Professional Activity ◽  
Creative Activity ◽  
Technological Education ◽  
Future Teachers ◽  
Creative Potential ◽  
The Future ◽  
New Ideas

The article considers issues related to the concept of creativity, creative potential, creative abilities, creative process, recommendations for the development of creative potential of the future teacher of technology using methods, techniques and tools that generate new ideas for creativity. The analysis of methods of professional training of the modern specialist of educational branch is carried out. The necessity of using the competence approach which is aimed at training future teachers and consists in the acquisition and development of students during training a set of key, general and subject competencies that determine his successful professional activity. It is determined that in order to teach students creativity, the teacher must have a sufficient level of creative potential. Students majoring in "Technology", to a greater extent, have certain creative talents and abilities, motivation to learn new techniques and tools, and experience of creative activity, so the role of the teacher in practical classes to show new methods, techniques and means of creative activity, to expand the horizons of imagination and the limits of application of these methods in further professional activity, to prove to students the necessity and feasibility of developing their creative potential. In the educational field "Technology" (labor training) the use of the project method contributes to the formation of students' foundations of technological literacy, work culture, creative approach to solving tasks, learning different ways of processing materials and information. It is the use of non-standard methods of generating new ideas for creativity and activity at the first and especially the second stage (design) will give the greatest effect in the development of creative potential of future teachers of technological education. It is substantiated that the levels of creative preparation should not be used to assess the creative potential of students, but to take into account the teacher's opportunities for creative promotion of each student and a differentiated approach to using existing methods and techniques of involving students in the creative process.

scholarly journals CRITERIA AND INDICATORS OF METHODOLOGICAL COMPETENCE OF THE FUTURE TEACHER OF MATHEMATICS IN THE PROCESS OF DEVELOPMENT OF LOGICAL THINKING OF STUDENTS

2020 ◽  
Vol 1 (191) ◽  
pp. 120-123
Author(s):  
Lyubov Mykhaylenko ◽  
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Future Teacher ◽  
Theoretical Knowledge ◽  
Logical Thinking ◽  
Future Teachers ◽  
Criteria And Indicators ◽  
Mathematical Competence ◽  
The Future ◽  
New Ideas

In the article we reveal the influence of methodical training of the future teacher of mathematics on the development of logical thinking of future teachers. We substantiate that the effectiveness of the development of logical thinking of students in mathematics lessons depends on the quality of methodological training of mathematics teachers in the free economic zone. Our experience in training future teachers of mathematics, allowed us to identify the criteria of methodological competence of mathematics teachers in the development of logical thinking of students: motivational, cognitive and activity; to characterize indicators of methodical competence of the teacher of mathematics in the course of development of logical thinking of pupils. We characterize the motivational criterion as the need of future mathematics teachers to master the methodological knowledge, skills and abilities for the development of logical thinking of students. The motivational criterion is revealed by the following indicators: professional orientation on the development of students' logical thinking; motivation for self-improvement in methodical activity. The cognitive criterion reflects the knowledge of future mathematics teachers of the logical component of students' mathematical competence. Indicators of the cognitive criterion of methodological competence of a mathematics teacher in the process of development of logical thinking of students are: completeness of theoretical knowledge of the logical component of mathematical competence of students; familiarity with the methods of developing students' logical thinking in mathematics lessons. The activity criterion shows the ability of future mathematics teachers to develop students 'logical thinking and involves mastery of methods for developing students' logical thinking. Indicators of the activity criterion of methodical competence of a mathematics teacher in the process of developing students' logical thinking are: the ability to use theoretical knowledge in practice; ability to develop the logical component of students' mathematical competence; the ability to generate new ideas aimed at improving the development of logical thinking of students. Selected criteria and indicators of methodological competence of mathematics teachers in the development of logical thinking of students reveal the importance of the ability to form a logical component of mathematical competence of students and determine the content of methodical activities of teachers in the development of logical thinking of students.

scholarly journals TOLERANCE AS A VALUE OF A FUTURE HIGHER EDUCATION TEACHER

2021 ◽  
Vol 2 (14) ◽  
pp. 22-26
Author(s):  
Liudmyla Levytska ◽  
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Future Teacher ◽  
Future Teachers ◽  
Education Teacher ◽  
A Value ◽  
The Future

Approaches to the interpretation of the term "tolerance" are revealed. The preparation of the future teacher for the formation of tolerance as an important component of the system of his professional training is outlined. The organizational and pedagogical conditions of activity of the institution of higher education which provide preparation of future teachers for formation of tolerance in them are defined.

scholarly journals The Concept of «Interactivity» Through the Prism of Pedagogical Education

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 182-192
Author(s):  
Marharyta Morozova ◽  
Keyword(s):  
Learning Process ◽  
Educational Process ◽  
Future Teacher ◽  
Interactive Methods ◽  
Future Teachers ◽  
Professional Activities ◽  
The Future ◽  
Entire History ◽  
High Level ◽  
Almost All

The article considers the genesis of the concept of «interactivity» in modern psychological, pedagogical and methodological research. It is determined that interactivity runs through the entire history of pedagogical education. The paper analyzes the concept of «interactivity» in pedagogy, methods of teaching foreign languages, programming, telecommunications, multimedia, design, cultural studies, literature, sociology. The purpose of the educational process is to prepare future teachers for professional activities in rapidly changing conditions, the formation of thinking as a factor in the formation of the modern personality of the future teacher and the introduction of democratic values in future teachers of the new generation. It is noted that the competence approach in the organization of the educational process requires the teacher to change the learning process: its structure, forms of organization of activities, the principles of interaction of subjects. It is established that in interactive learning the interaction of the teacher and the future teacher changes: the activity of the teacher gives way to the activity of future teachers, and the task of the teacher is to create conditions for their initiative. The learning process is organized in such a way that almost all its participants are involved in the process of cognition, they have an opportunity to understand and reflect on what they know and think. It is found that the peculiarity of interactive methods is the high level of mutually directed activity of the subjects of interaction, emotional, spiritual unity of the participants.

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.

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