scholarly journals FORMATION OF DESIGN COMPETENCE OF FUTURE TEACHERS OF SEWING PROFILE AT PROFESSIONAL EDUCATION INSTITUTIONS ON THE BASIS OF TEXTONIC APPROACH

2020 ◽  
Vol 1 (191) ◽  
Author(s):  
Tetiana Vasenok ◽  
◽  
Albina Zinchenko ◽  
Keyword(s):  
Professional Education ◽  
Calculation Method ◽  
Computer Aided Design ◽  
Information Technologies ◽  
Professional Competence ◽  
Education Institution ◽  
Developed Countries ◽  
Central Place ◽  
Future Teachers ◽  
Light Industry

One of the substantialpart of the professional competence of a teacher of sewing profile is design competence. However, the peculiarities of its formation on the basis of modern technologies, in particular the tectonic approach, have not become the subject-matter of an independent research yet. The tectonic approach is used in the technology of construction and design of garments in developed countries. The development of information technologies in the field of light industry requires new approaches to solving problems of formation of design competence, which can be achieved through the usage of the tectonic approach. Consequently, the aim of the article is to characterize the conceptual and methodological features of the formation of design competence of future teachers of the sewing profile at professional educationinstitutions on the basis of the tectonic approach. The set task was performed on the basis of literature analysis by the methods of systematic, comparative analysis for generalization and systematization of referencesources and scientists’researches in order to determine the basic concepts of the given theme. The analysis of documents, in particular curricula and programs of professional disciplines, was used. Based on the analysis, we chose the way of formation of design competence on the basis of the tectonic approach by the means ofinterdisciplinary approach. Analysis of the training of future teachers of professional education institution, the curricula and the academic programs of various disciplines allowed us to claim that they had objective opportunities for the formation of the competence, namely: "Design of garments" and "CAD (computer-aided design) in the garment industry". The analysis of the aim, tasks, the maintenance of discipline allowed us to define that the central place in the decision of the problems, outlined in our research, belonged to modules "Modern process of clothes design", "Problem-solving project technology". The tectonic approach was introduced in these thematic modules. During a long period of time we were developing and testing a non-calculation method of designing women's topwear. The attempt to automate the process of designing a women's topwear was made. Development ofbasic model of clothing in an automated mode greatly facilitated, simplified and accelerated the designing of garments. The process of making sewing clothes began to take less time, leaving more time for creativity. The application of the non-calculation method of designing in manual or automated modes for the designof clotheswith usage of the tectonic approach led to the formation of design competence of future teachers at professional education institutions.

scholarly journals Telework Experience of Pedagogues during the COVID-19 Pandemic: Strong Learning Seniors and Relaxed Leaders?

2021 ◽  
Vol 11 (10) ◽  
pp. 631
Author(s):  
Agota Giedrė Raišienė ◽  
Rita Lučinskaitė-Sadovskienė ◽  
Laura Gardziulevičienė
Keyword(s):  
Education System ◽  
Professional Education ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Virtual Work ◽  
Education Institution ◽  
Colleges And Universities ◽  
Main Axis ◽  
New Era

Due to the wide application of remote teaching during the COVID-19 pandemic, the foundations of the education system have been shaken; education has entered a new era of teaching and learning on digitalized platforms. How do pedagogues evaluate their experiences when information technologies have become the main axis of carrying out their work? What impact did telework have on pedagogues as employees of an education institution or as individuals? What could be expected from older pedagogues in the shift to using digital means of teaching? These were the main questions raised in this research, the results of which are presented in this article. This research is original because the differences in experiences of telework were studied not only in terms of age and nature of work (professional/leader) but also the type of education institution. This delineation is of key importance in understanding the virtual work challenges faced by pedagogues in schools, professional education institutions, colleges, and universities.

scholarly journals ANALYSIS OF APPROACHES TO THE FORMATION OF PROFESSIONAL READINESS OF STUDENTS IN UZBEKISTAN (ON THE EXAMPLE OF FUTURE TEACHERS)

2021 ◽  
Vol 58 (1) ◽  
pp. 3535-3541
Author(s):  
Khusan Abdurakhimovich Umarov
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Real Process

Studying the further development of higher education, improving the quality of education, expanding the integration of science and industry, we came to the following conclusions: literature on the formation of professional education of students, as well as an analysis of educational (and pedagogical) practice in higher education, despite the fact that more was done work on the development of professional readiness of students, the problem of the formation of professional readiness of future teachers has not yet been completely resolved. To solve this problem, we set ourselves the following tasks: to explain the concept of “professional readiness” among future teachers, taking into account the requirements of the time (for example, students of pedagogical universities); analyze factors affecting student readiness; development of innovative methods of forming students' readiness. A practical study of the problem showed that the most effective process of forming the professional readiness of a future teacher occurs in a real process or in the process of educational activity close to it. Building on the educational process on the basis of an innovative approach, bachelors develop creative skills to analyze existing materials needed to solve professional problems, to independently solve new problems. The study showed that the practical activity of students in their chosen specialties guarantees clear prospects for future professional growth, as well as employment, contributes to the formation and increase of their professional competence; The development of the experimental and educational base of educational institutions, increasing the level of education provided, stimulating the professional growth of teachers, the customer will be given the opportunity to train highly qualified personnel on the basis of educational institutions.  

scholarly journals Professional self-improvement of higher military school teachers

2021 ◽  
pp. 22-32
Author(s):  
Oksana Havryshkiv ◽  
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Personal Development ◽  
Professional Competence ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Education Institution ◽  
Professional Activity ◽  
Improvement Program ◽  
Professional Self

The article presents the meaning of the concepts of “professional and pedagogical activityˮ, “professional developmentˮ and shows that professional development is a multifaceted process of acquiring and using new knowledge, skills and qualities that are necessary for highly effective implementation of professional pedagogical activity. It is noted that professional development is a process of transforming the teacher’s individuality, aimed at self-improvement and achievement of acmeological peaks in professional activity; the features of professional and pedagogical activity of a teacher of higher military educational institution are singled out in the article. The stages of professional development of a teacher (choice of profession, professional education and training, professional adaptation, professional competence, professionalism, mastery and innovation) are analyzed. It is identified that self-improvement is implemented in two interrelated ways: self-education and personal development. A brief meaningful characteristic of these concepts is offered. The stages of self-improvement of scientific and pedagogical workers are characterized: the stage of self-knowledge (the initial stage of cognitive activity of a person), the stage of creating a personal self-improvement program (formation of goals and ideals for achieving one’s goal), the stage of implementation of self-improvement program (professional development implementation complex), the stage of control and regulation of self-improvement process (evaluation of achieved results). On the basis of theoretical analysis and selected results of the empirical research, the author offers advice for teachers of higher military educational institutions for their professional self-improvement. It is determined that constant improvement of professional skills is an important factor in the professional development of a scientific and pedagogical worker. Keywords: pedagogical activity, higher military education institution, professional development, stages of professional development, self-improvement, self-education, innovativeness.

scholarly journals DIAGNOSIS OF FORMATION OF BACHELORSʼ PROFESSIONAL COMPETENCE IN THE FIELD OF COMPUTER TECHNOLOGIES

2021 ◽  
pp. 116-125
Author(s):  
Oleksandr Sazhiienko
Keyword(s):  
Computer Technology ◽  
Professional Education ◽  
Information Technologies ◽  
Professional Training ◽  
Professional Competence ◽  
Self Regulation ◽  
Organization Design ◽  
Theoretical Research ◽  
Expert Assessment ◽  
Operational Activities

The article includes the application of theoretical research methods: analysis, comparison, generalization and systematization. It reveals the author’s interpretation of the concepts “professional competence”, “bachelor of computer technology” and “formation of professional competence of bachelor of computer technology” as a systematic, focused and organized process of training a specialist capable of working in various fields of professional use of modern computer technology and the Internet; also ready to apply methods of making scientifically sound decisions with the help of expert systems and the latest information technologies, etc.The generalized composition of professional competence of future bachelors in the field of computer technology included: information, technical, subject (individual disciplines of professional training), research, self-education, communication, and self-regulation.In order to diagnose the formation of professional competence of future bachelors in “Professional Education (Computer Technology)” the following criteria and indicators are identified: 1) motivational and value: awareness, attitude, interest, motivation, values, the desire to acquire professional competence, self-competence, self-development and self-regulation; 2) cognitive: knowledge (professional): analytical, algorithmic, design, communication, organizational, control, evaluation and creative; 3) operational activities: abilities (organization, design, application / use, implementation, research, creative activity); 4) subjective: reflection, personal qualities, and self-regulation.The following methods were used to diagnose the formation of professional competence of future bachelors in the speciality “Professional education (computer technology)”: observation, survey (interview, questionnaire), testing, expert assessment and some methods.We identified that the initial level of formation of professional competence of bachelors in the field of computer technology in the process of professional training has 50.25 % of EG students (CG – 50.73 %), average – 35.96 % (CG – 36.10 %), high – 13.79 % (CG  13.17 %), which indicates the inefficiency of the traditional organization of such training in higher education institutions for the formation of our studied qualities. Keywords: professional competence, bachelor of computer technology, formation of professional competence of computer technology bachelor, diagnosis, criteria, indicators and levels.

scholarly journals PREPARATION OF STUDENTS OF PEDAGOGICAL UNIVERSITIES TO CREATE AND USE WEB QUESTS

2021 ◽  
Vol 1 (1) ◽  
pp. 24-32
Author(s):  
VASIL GALAN ◽  
VASIL KRAVCHUK ◽  
HANNA SOLONETSKA
Keyword(s):  
Information Technologies ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Educational Process ◽  
Professional Activity ◽  
Teaching Mathematics ◽  
Future Teachers ◽  
Digital Competence ◽  
Technological Support ◽  
The Web

Modern educational information technologies are a powerful stimulus that allows to develop students’ cognitive activity, improves the quality of knowledge, promotes the development of skills of independent acquisition of knowledge. Therefore, the information and communication competence of future teachers is an integral and important component of their professional competence. One of the modern interactive pedagogical technologies, which demonstrates an example of integration of information technologies with common pedagogical technologies (project learning, role play, business game) is web-quest technology. The article considers the basic concepts of web-quest technology, the analysis of problems of preparation of students of pedagogical universities for development and use of a web-quest in the course of teaching schoolchildren Mathematics has been carried out with the emphasis on the need of purposeful preparation of future teachers for creation and use of web-quests in their professional activity. Information and technological support of the educational process is important for a clear organization of students’ accomplishing the stages of the web-quest and achievement of its educational, cognitive and developmental goals. The authors describe the advantages of using the e-learning environment Moodle as an integration tool for organizing work with web quests. Moodle allows not only to post the necessary materials and links to the resources online, but also to communicate between the teacher and quest participants through personal messages, chats, forums, seminars and to evaluate students’ achievements. The results of the web quest can also be displayed on the e-course page. The article offers training courses in Mathematics and methods of teaching Mathematics in the study of which it is advisable to use the technology of web-quest as one of the means of forming information and digital competence of students and also provides two examples of educational web quests. The first of them is designed for students of pedagogical universities and is aimed at mastering by them the course program «General methods of teaching Mathematics». Another web-quest gives students the opportunity to master the topic of «Text problems» in the course of Mathematics in a more profound way, to develop critical and logical thinking of students, as well as their research skills. Web-quest technology is an effective tool for integrating project method and information-communication technologies in education, and the use of web-quests in the educational process of a pedagogical university lays a solid foundation for the application of this tool in the further professional activity of a Mathematics teacher.

FROM THE EXPERIENCE OF FORMATION OF INFORMATION AND COMMUNICATION COMPETENCE OF FUTURE TEACHERS AT UNIVERSITY AND IN COLLEGE

2019 ◽  
pp. 23-31
Author(s):  
I. Ya. Hazanov
Keyword(s):  
Information And Communication Technologies ◽  
Professional Education ◽  
Information Technologies ◽  
Communication Competence ◽  
Communication Technologies ◽  
Educational Process ◽  
Academic Disciplines ◽  
Federal State ◽  
Future Teachers ◽  
Information And Communication

Modern Federal State Educational Standards of pedagogical specialties for which training is conducted in institutions of secondary and higher professional education, and the Professional Standard of a Teacher require to create conditions in the educational process for forming information and communication competence of future teachers. Main components of information and communication competence of a teacher are described in the article, modern approaches to determining the structure and content of this concept are highlighted, current features of the functioning of information and communication technologies in education system are revealed, the diverse methodological experience of organizing students’ training on information and communication technologies is summarized, principles and conditions for using information and communication technology tools in the process of teaching academic disciplines “Information technologies in professional activities” at university and “Pedagogy” in teacher training college are substantiated.

scholarly journals The willingness of teachers to use modern educational technologies in educational process

2020 ◽  
Vol 9 (29) ◽  
pp. 137-146
Author(s):  
Olga I. Vaganova ◽  
Inna K. Kirillova ◽  
Anna Yu. Kozlova ◽  
Natalia V. Gorbunova ◽  
Elena A. Chelnokova
Keyword(s):  
Professional Education ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Technologies ◽  
Future Teachers ◽  
Research Activity ◽  
Professional Activities ◽  
Logical Sequence ◽  
Self Actualization ◽  
Development Of Competencies

Among the most significant trends in the development of vocational education, introduction and use of educational technologies can be distinguished. Since the main goal of higher schools is to prepare a competent competitive specialist, they search for the most suitable methods that contribute to rapid achievement of results. The use of technologies by educational institutions is explained by their advantage over other methods of developing professional competence. Due to implementation of a certain algorithm of actions, they allow you to achieve guaranteed results in a timely manner. The purpose of the article is to form future teachers ' the level of competency development, reflecting students’ willingness to adapt, adjust and use educational technologies in professional teaching activities. To do this, we checked the level of motivation of future teachers, the level of knowledge of the theoretical foundations of educational technologies, their design and implementation in professional and pedagogical activities, and the level of formation of the ability to reflect. The development of competencies reflecting the student’s readiness to adapt, adjust and use educational technologies in professional pedagogical activity was carried out in a certain logical sequence, so that the student possessed versatile knowledge about educational technologies, was capable of their systematic creative application and his reflective activity was associated with self-actualization and striving for the implementation of constructive professional activities. The development process was carried out in the course of students solving research and design problems. Research activity was carried out by students in the study of the course “Pedagogical technologies”, fundamental for future teachers of vocational training. The implementation of the projects was carried out during the development of the course "Project Activities of a Professional Education Teacher".

scholarly journals Tools and Methods of Formation of Professional Competence of Future Teachers of Computer Science and Information Technologies

2021 ◽  
Vol 58 (2) ◽  
pp. 1353-1357
Author(s):  
SaidovJasur Doniyor o’g’li Et al.
Keyword(s):  
Information Technology ◽  
Computer Science ◽  
Information Technologies ◽  
Professional Competence ◽  
Future Teachers ◽  
Effective Use ◽  
Tools And Methods

This article analyzes the process of effective use of methods and tools aimed at building professional competence in the process of professional competence, qualification requirements for modern professionals, training of teachers of computer science and information technology.

scholarly journals Application of Information Technologies to Improve the Quality of Mathematical Trainingo Teachers of Natural-Science Disciplines

2018 ◽  
Vol 7 (4.7) ◽  
pp. 74
Author(s):  
Guzel Z. Khabibullina ◽  
Sergey V. Maklets ◽  
Liliya E. Khairullina
Keyword(s):  
Natural Science ◽  
Information Technologies ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teachers ◽  
Mathematical Competencies ◽  
Computer Technologies ◽  
Definition Of ◽  
Science Disciplines

The actuality of the problem stated in the article is due to the fact that the level of professional competence of future teachers of the natural-science subjects largely depends on the quality of mathematical training, which is largely provided by the use of computer technologies in higher mathematics classes. Information technologies are indispensable for the effective organization of the educational process in the modern conditions of teaching the course of mathematical disciplines. As a result of the study of this problem, the authors used methods that allowed defining the definition of mathematical competences of teachers of natural-science disciplines (theoretical analysis of pedagogical literature) and confirming the effectiveness of using information technologies in higher mathematics classes (pedagogical experiment). The main results of the research consist in the allocation of four levels of mathematical competences (low, medium, high, very high), and in the definition of the system of basic mathematical competencies. The obtained results allow to answer the question how on the basis of computer technologies to develop the mathematical competencies of future teachers of the natural-science disciplines more effectively, and, supplementing the existing theory of higher education, contribute to solving the issues of motivation for teaching higher mathematics.  

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