scholarly journals THE MODEL OF THE FUTURE TEACHER PREPARATION FOR EXTRACUIIICULAR WORK IN PRIMARY SCHOOL

2020 ◽  
Vol 1 (191) ◽  
pp. 249-253
Author(s):  
Victoria Bondar ◽  
Keyword(s):  
Primary School ◽  
Research Process ◽  
Future Teacher ◽  
Structural Components ◽  
School Teachers ◽  
Primary School Teachers ◽  
Concept Model ◽  
Methodological Approaches ◽  
Procedural Components ◽  
Goals And Objectives

The article presents a model of preparing a future teacher for extracurricular work in primary school. The views of modern scientists on the content and structure of the concept “model” are studied. The structural components of the author's model are described, which includes target guidelines (goals and objectives), conceptual principles (methodological approaches and principles), content and procedural components (pedagogical conditions, forms, methods, tools) of training, as well as the expected results of the research process. Conceptual-semantic, procedural-activity, reflexive-productive components are briefly characterized; methodological approaches and corresponding principles, components of readiness of future primary school teachers and types of preparation of students for extracurricular work are determined.

scholarly journals Methodological Approaches to the Formation of Innovative Competence of the Future Primary School Teacher

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 66-74
Author(s):  
Kateryna Liashenko ◽  
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Modern Society ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
Methodological Approaches ◽  
The Individual ◽  
Competence System

The article deals with the methodological approaches to the formation of innovative competence of future primary school teachers, in particular competence, system, activity and innovation, are studied. In the course of the study, the author notes that the competency approach involves a comprehensive mastery of knowledge and methods of practical activities, which ensures successful activities and promotes self-realization in modern society of professionals. The relevance of the combination and close connection of scientific approaches: systemic and competence, as characterizing the systemic features of the formation of specialist competence, should take into account the fact that the characteristics are constantly changing according to events in the context of professional activities. It is concluded that the individual-creative approach promotes the formation of innovation and involves the implementation of individual and unique activities of future primary school teachers, which is realized through the creation of creative products.

scholarly journals Algorithmic methodological and mathematical literacy of the future primary education teacher: Perspective of learning technology

2021 ◽  
Vol 13 (4) ◽  
pp. 758-774
Author(s):  
Zhupat Astambayeva ◽  
Aziya Zhumabayeva ◽  
Marina Romanova ◽  
Nurbanu Nygymanova ◽  
Rabiga Bazarbekova ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Systematic Position ◽  
Future Teacher ◽  
Learning Technology ◽  
Mathematical Literacy ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
The Future

The relevance of the study is based on the development of algorithmic methodological and mathematical literacy of future primary school teachers, the use of knowledge, practical skills and abilities acquired at universities in real professional activities, in everyday life. In this regard, this article is aimed at determining the dynamics of the development of algorithmic methodological and mathematical literacy of the future teacher through exercises of various content and directions. The main bases of research on the development of algorithmic, methodological and mathematical literacy of the future teacher of primary education were taken as systematic, operational, anthropological, axiological and competence. Systematic platform for the development of literacy on the basis of a systematic position in teaching methodological and mathematical materials were considered. The research included algorithmic literacy of 68 new students, a survey of 3rd year students 38 3rd year students and 38 primary school teachers. The essence and methods of teaching exercises aimed at developing literacy were revealed.  The materials of the article are practical assistance to young teachers of pedagogical higher educational institutions of specialties 6B013 – Pedagogy and methods of primary education, pedagogical colleges and schools. Keywords: algorithmic methodological and mathematical literacy; functional literacy; algorithmic literacy; mathematical literacy; methodological literacy;  exercises aimed at developing literacy.

scholarly journals ENLIGHTENMENT ACTIVITIES OF THE FUTURE TEACHER IN A RURAL ENVIRONMENT

2021 ◽  
Vol 15 (2) ◽  
pp. 222-233
Author(s):  
T. A. Tkacheva ◽  
Keyword(s):  
Primary School ◽  
Future Teacher ◽  
Rural Environment ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Enlightenment ◽  
The Future ◽  
Rural Teacher ◽  
Additional Education

Introduction. The training of future teachers is one of the most discussed topics in education. Special attention focuses on a rural school and its staff. Teachers of a rural school should undoubtedly have a high creative potential, social activity, and stable emotional intelligence. The rural teacher should be able to solve professional problems quickly and, sometimes, extraordinarily, strive for self-improvement and competently participate in resolving the uncharacteristic issues through a constructive dialogue with the authorities and the population living in the village. The specifics of the rural environment require the future teacher to master another type of professional activity. This is enlightenment. Thus, the phenomenon of the “enlightenment activity” of a future rural teacher is an object of the analysis. This paper reveals the concept of enlightenment activity of the future teacher; clarifies the structure of this activity; identifies the features of the rural environment; determines the main directions of the enlightenment activity of the future rural teacher; presents the summary results of the sociological survey on the stated research topic. Materials and methods. The study involved a general analysis of the educational activities of the future rural teacher. The methods employed are the analysis of scientific, psychological, and pedagogical literature on the topic of the research; pedagogical observation; conversation and questioning of primary school teachers, teachers of preschool and additional education, students of Angarsk Pedagogical College, parents, or their representatives. The results of the study. The analysis of the theory and methodology in pedagogical education of the rural population has made it possible to clarify the essential characteristic of the “enlightenment activity” concept and present the structure of this activity. The sociological survey “My small Homeland, what is it?” was conducted to identify the features of the rural environment and the main directions of enlightenment activities in the rural area. Students of Angarsk Pedagogical College and their parents, primary school teachers, teachers of preschool and additional education living in rural areas took part in this survey. Its results are summarized and presented in this paper. Conclusion. The practical significance of the work lies in considering the phenomenon of “enlightenment activity” of the future rural teacher. The study is still ongoing, but even preliminary data allow the conclusion that it is necessary to introduce the sections aimed at developing the skills to carry out the enlightenment activities of future teachers in a rural environment in the educational programs of the SBPEI Angarsk Pedagogical College. Keywords: enlightenment activity, education, future teacher, rural environment, professional activity, place of residence, family and neighborhood microenvironment

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 Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula

2020 ◽  
Vol 1 (2) ◽  
pp. 87-102
Author(s):  
Zoi Apostolou ◽  
Nektarios Stellakis
Keyword(s):  
Primary School ◽  
First Grade ◽  
Research Data ◽  
Kindergarten Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Common Goals ◽  
Conventional School ◽  
Goals And Objectives

The purpose of this research paper is to investigate the perceptions of kindergarten teachers and first-grade primary school teachers on the integration of kindergarten and first-grade of primary school language curricula. This research is part of a broader study of the relation between natural/early and conventional/school literacy, the teachers' perceptions of the possibility of integration of language curricula, as well as practices resulting from the study of curricula. The data were collected through a questionnaire sample of 326 kindergarten teachers and 306 teachers who were teaching at the time of this study the first-grade of primary school in two Greek prefectures. Research data has shown that first-grade teachers appear to be more positive than kindergarten teachers towards integrating the two curricula. Both kindergarten teachers and first-grade teachers seem to partially agree with the creation of a curriculum with common goals and objectives. Nevertheless kindergarten teachers appear more hesitant, expressing their concerns and fears of a potential “schoolarization” of the kindergarten.

STRATEGY OF TRAINING OF FUTURE PRIMARY CLASSES TEACHERS (ON THE EXAMPLE OF MARIUPOL STATE UNIVERSITY)

2019 ◽  
Vol 1 ◽  
pp. 520
Author(s):  
Irina Timofieieva ◽  
Marina Netreba
Keyword(s):  
Primary School ◽  
Professional Education ◽  
Primary Teachers ◽  
State University ◽  
School Teachers ◽  
Primary School Teachers ◽  
Main Research ◽  
Basic And Applied Research ◽  
Teachers Training ◽  
Goals And Objectives

The strategy of training future primary school teachers is analyzed in the article. That is relevant in the context of the Concept of the New Ukrainian School. In this regard, the purpose of the article is to disclose the tasks and content of the strategy of future primary teachers’ training in Mariupol State University. The main research methods to achieve the goal were selected: questioning of students that contains a list of questions of different categories; survey of specialists, who provide training for future primary school teachers, was made up of introductory and informational questions.Successful implementation of these goals and objectives of the strategy is being introduced by teachers of the pedagogical and education chair of Mariupol State University: the development of basic and applied research in the field of professional education of future primary school teachers is provided, innovative methodological manuals are developed, and researches with talented youth are being organized.  

scholarly journals FEATURES OF REFORMATION AND FORMATION OF THE CULTURE OF BEHAVIOR OF PRIMARY SCHOOL STUDENTS

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Marta Prots ◽  
◽  
Yuliia Horodechna ◽  
Keyword(s):  
Primary School ◽  
Moral Education ◽  
Research Process ◽  
School Age ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Cultural Behavior ◽  
Children's Behavior ◽  
Primary School Age

The article determines the urgency of the problem in modern society and the tasks that need to be solved quickly and effectively. There is considered the essence of the concept of "culture of behavior and there is described the main ways of its interpretation. There also is explained connection between the culture of behavior and the moral education of primary school. Teachers, philosophers and psychologists who also studied this problem are mentioned. There are given examples of reasons in violation of the culture of children of primary school age behavior. It is determined that children's behavior can be appeared through stubbornness, anger, self-suggestion, lying, fear, etc. There is determined the educational impact of parents, family, teachers, media, movies, cartoons, fiction and the environment on children and their behavior. The article describes who has the greatest educational role in formation the culture of children's behavior. It is determined that the formation of correct behavior in primary school applicants should be comprehensive, structural and defined for those who should participate in this process. In order to correct and form the correct culture of primary school student’s behavior, the article considers the following general methods of education: methods of forming social consciousness, methods of forming the experience of social behavior, methods of encouragement and punishment. The article conducts the analysis of these methods concerning education, correction and formation of culture of behavior of pupils of initial classes, their expedience and effectiveness. There is also an explanation of the correct use of methods such as conversation, example, dispute, exercise, assignment, demand, encouragement and punishment. The article explains how methods of educational influence teach and influence children of primary school age and what results to expect after the application of these methods. It describes the phased application of these methods in diagnostic research and its results. It provides recommendations for primary school teachers and parents on the education of students' cultural behavior, based on the results obtained in the research process. It outlines communication skills, that teachers need to have in order to get positive results in formation the right culture of primary school student’s.

scholarly journals CONTENT AND STRUCTURE OF FUTURE PRIMARY SCHOOL TEACHERS’ EMOTIONAL COMPETENCE

2021 ◽  
pp. 165-175
Author(s):  
Ірина Сухопара
Keyword(s):  
Primary School ◽  
Emotional State ◽  
Emotional Competence ◽  
School Teacher ◽  
Educational Process ◽  
Professional Activity ◽  
Primary School Teacher ◽  
Structural Components ◽  
School Teachers ◽  
Primary School Teachers

Determining the content and structural components of the future primary school teachers' emotional competence will help organize the process of future teachers' training for successful professional activity, personal self-realization. The purpose of our article is to study theoretical substantiation content and structural components of future primary school teachers' emotional competence. Methods of analysis of psychological and pedagogical literature, systematization and generalization of theoretical material, the study of experience on the researched question were used to solve this problem, which allowed forming their own view on the content and structure of future teacher's emotional competence. Primary school teachers' emotional competence is understood as a dynamic combination of views, values, knowledge of emotions, ability to express, understand, manage pupils own emotions and emotional state, which shapes the ability to successfully organize the educational process on an emotional basis, empathy principles, to realize themselves in professional activity. The concept contains two components: personal, which includes the ability to understand, express, identify, stimulate their emotions and feelings, manage them and interpersonal – the ability to perceive, understand the emotional state of pupils, their parents, colleagues, to understand the motives of their behaviour, effectively communicate with them, interact, solve problems, influence emotions and feelings to achieve educational goals. The emotional competence structure of a future primary school teacher is represented by such interrelated components as cognitive, value, activity.

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