scholarly journals FUTURE MASTERS’ PROFESSIONALISM DEVELOPMENT IN THE PROCESS OF PRACTICAL TRAINING IN THE INSTITUTIONS OF OUT-OF-SCHOOL EDUCATION

2021 ◽  
Vol 1 (194) ◽  
pp. 139-144
Author(s):  
Tetiana Kravtsova ◽  
Keyword(s):  
Educational Process ◽  
School Education ◽  
Practical Training ◽  
Individual Support ◽  
Conscious Choice ◽  
The Future ◽  
Main Component ◽  
Pedagogical Relations ◽  
Independent Work ◽  
Out Of School

The article is devoted to the problem of future masters’ professionalism development in the process of practical training in the institutions of out-of-school education. Based on the analysis of psychological and pedagogical literature, the understanding of the concept of professionalism has been clarified, the peculiarities of practice in a multidisciplinary institution of out-of-school education have been revealed, the requirements to the bases of practical training of future masters of education, educational program 011 Educational, pedagogical sciences (Out-of-school education) It has been found out that the future teachers’ practical training acts as an integrating main component of personal and professional development of the specialist, the link between theoretical training and independent work in the establishments and institutions of out-of-school education. Providing performance of various tasks, which include: acquaintance with the general directions of work in a multidisciplinary institution of out-of-school education; creation of an individual educational trajectory of the applicant of out-of-school education according to abilities of talents and gifts of children and youth on the basis of psychological and pedagogical diagnostics; development of curricula, calendar and lesson plans for group and club work, development of scenarios and script plans for collective and mass events, which are included in the annual work plan of the institution of out-of-school education. It has been specified that the professionalism of the future master will be reflected in the following results of practical training: the ability to recognize and take into account the diversity of students, the ability to provide individual support in the educational process; awareness of different contexts in which training, upbringing and development of students of out-of-school education can take place; ability to implement subject-subject interaction with different participants of the educational process at different levels; the ability to contribute to the formation of a general culture of personality, socialization, conscious choice and development of additional educational programs, using a variety of forms, techniques, methods and means of teaching; to master the norms of pedagogical relations in the process of designing and implementing educational activities, search, sharing, application of innovations and creativity in the educational process.

scholarly journals КОМП'ЮТЕРНО-ОРІЄНТОВАНІ ЗАСОБИ ПІДТРИМКИ САМОСТІЙНОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ У НАВЧАННІ КВАНТОВОЇ ФІЗИКИ

2018 ◽  
Vol 65 (3) ◽  
pp. 103
Author(s):  
Stepan P. Velychko ◽  
Sergii V. Shulga
Keyword(s):  
Quantum Physics ◽  
High Efficiency ◽  
Research Work ◽  
Cognitive Activity ◽  
Educational Process ◽  
Educational Activity ◽  
Laboratory Research ◽  
Practical Training ◽  
Software Products ◽  
Independent Work

The introduction of modern innovative training technologies in the training of highly skilled specialists involves a significant expansion and increase of the significance of cognitive activity in the educational process of each student, and in particular his individual activity during the implementation of a laboratory practice on the course of general physics, including the study of the section "Quantum Physics". Our scientific researches convincingly prove the expediency of widespread use of computer-oriented means for the purpose of development of independent activity of students in physics and in their high efficiency in solving the problem of integration of the real and virtual experiment from the given section. For this purpose, our computer-oriented training tools and corresponding software products take into account the obligatory availability of successive modules that provide the multifunctionality of the proposed training kit for the physical workshop and practical training tasks from the corresponding section as autonomously (independently of others), for example and integrated with other modules. The isolated modules, on the one hand, are consistent with the types of educational activity of the student, and on the other hand, they contribute to the purposeful management of research work during the physical practice and thus are an important factor in the organization and management of the student's independent work. Such a technique allows the student to attain a sufficiently high level of understanding of each module and, accordingly, at the appropriate level, to master laboratory research on quantum physics, where the subject of study can be presented real or virtual, which simultaneously enhances the professional expertise of future physics teachers and professionals whose activities are " with physics, and also improves the efficiency of independent work of a future specialist.

scholarly journals VECTORS OF INTERACTION OF EDUCATIONAL INSTITUTIONS IN AESTHETIC EDUCATION OF TEENAGERS

2021 ◽  
pp. 42-48
Author(s):  
Sierykh L.V.
Keyword(s):  
Secondary Education ◽  
Social Order ◽  
Aesthetic Education ◽  
Educational Process ◽  
School Education ◽  
Scientific Article ◽  
Environment Interaction ◽  
The Subject ◽  
The Aesthetic ◽  
Out Of School

In the provisions of the scientific article the author reveals the features of the interaction of general secondary and out-of-school education institutions in the aesthetic education of teenagers. The scientist offers the developed and tested vectors of the interaction of general secondary and out-of-school education in the aesthetic education of teenagers. The interaction is aimed at achieving this goal – the aesthetic education of teenagers and which provides for direct or indirect involvement in the educational process of the subjects of pedagogical interaction.The developed vectors violate the subject-subject relations in general secondary education institutions, indicate the subject-subject relations in out-of-school education institutions and combine (integrate) subject-subject relations in the specified institutions. Vectors allow us to trace the relationships between all subjects of educational activities and the environment (nature, architecture, production, the Internet, etc.), relationships with other institutions (subjects and objects), creative associations, unions, museums, philharmonics, theaters, studios, galleries, exhibitions, photo galleries, parks of culture and recreation, public organizations, libraries, Internet cafes, etc.), to support the subject-object and subject-subject relationships in the aesthetic education of teenagers.The scientific definition is analyzed and clarified «esthetic environment of interaction», which the author interprets as a pedagogically organized educational environment in which there is a dynamic pedagogical action, cooperation of the subjects of pedagogical interaction. These are the subjects of interaction of general secondary education institutions, out-of-school education institutions, subjects-object relations of other institutions. These relationships support the complex relationship of social phenomena-systems of general secondary and extracurricular education and enable the aesthetic education of teenagers, the development of society, the fulfillment of the social order, and so on. Key words: aesthetic education, aesthetic environment, interaction, interaction vectors, general secondary education institution, out-of-school world institution, teenagers. У положеннях наукової статті автор розкриває особливості взаємодії закладів загальної середньої та позашкільної освіти в естетичному вихованні підлітків. Науковець пропонує розроблені й апробовані вектори взаємодії закладів загальної середньої та позашкільної освіти в естетичному вихованні підлітків, які діють в естетичному середовищі. Вектори взаємодії спрямовані на досягнення означеної мети – естетичного виховання підлітків і в якій передбачається прямо або опосередковано залучення до освітньо-виховного процесу суб’єктів педагогічної взаємодії.Розроблені вектори порушують суб’єкт-суб’єктні відносини у закладах загальної середньої освіти, указує суб’єкт-суб’єктні відносини у закладах позашкільної освіти, поєднує (інтегрує) суб’єкт-суб’єк-тні відносини у означених закладах. Вектори дозволяють прослідкувати взаємозв’язки між усіма суб’єктами освітньо-виховної діяльності й навколишнім середовищем (природа, архітектура, вироб-ництво, інтернет тощо), взаємозв’язки з іншими інституціями (суб’єктами та об’єктами) (творчі об’єднання, спілки, музеї, філармонії, театри, студії, галереї, виставки, фотогалереї, парки культури та відпочинку, громадські організації, бібліотеки, інтернет-кафе тощо), підтримувати суб’єкт-об’єктні та суб’єкт-суб’єктні взаємовідносини в естетичному вихованні підлітків.Проаналізовано й уточнено наукову дефініцію «естетичне середовище взаємодії», яку автор трактує як педагогічно організоване виховне середовище, в якому відбувається динамічна педагогічна дія, співпраця суб’єктів педагогічної взаємодії. Суб’єктами взаємодії є заклади загальної середньої освіти, заклади позашкільної освіти, суб’єкт-об’єктні відносини інших інституцій. Ці відносини підтримують складний взаємозв’язок суспільних явищ-систем загальної середньої та позашкільної освіти і уможли-влюють естетичне виховання підлітків, розвиток суспільства, виконання соціального замовлення тощо. Ключові слова: естетичне виховання, естетичне середовище, взаємодія, вектори взаємодії, заклад загальної середньої освіти, заклад позашкільної освіти, підлітки.

scholarly journals The state of formation of the future pre-school educators’ methodological competence

2019 ◽  
Vol 2019 (2 (127)) ◽  
pp. 88-93
Author(s):  
Iryna Knyazheva
Keyword(s):  
Higher Education ◽  
Preschool Education ◽  
Education Institution ◽  
The State ◽  
Educational Process ◽  
School Education ◽  
Diagnostic Methods ◽  
Innovative Methods ◽  
Cognitive Motivation ◽  
The Future

The improvement of the quality of preschool education is an important task for the modern stage demonstrating the development of the Ukrainian society, the implementation of which, above all, requires the efforts of higher education institutions to train a methodologically competent specialist, who is able to master and create innovative methods, techniques and technologies for organizing the educational process of a pre-school education institution. This task fully meets the requirements of the State Standard for Preschool Education in Ukraine, the documents regulating the functioning and modern guidelines for the development of pre-school and higher education of Ukraine in the 21st century. Under these conditions, the formation of methodological competence of the future pre-school educators is of paramount importance. The purpose of the article is to cover and analyse the results of the diagnostics determining the proficiency markers of the future pre-school educators’ methodological competence at the ascertaining stage of the experiment. We consider the methodological competence of future pre-school educators as an integrative personal composition characterized by these features: the presence of the ability to reflect, the desire to carry out methodological activities, the understanding of its value, theoretical knowledge and practical skills, which provide the ability to consciously and methodologically use methods and techniques and technologies of preschool children’s education, upbringing and development. The structure of the future preschool educators’ methodological competence is made up of the cognitive, motivation- and value-centred, activity-oriented and evaluative-reflexive components and their indicators, according to which the manual of diagnostic methods is created and selected. During the ascertaining stage of the experiment, a sufficient level of methodological competence was demonstrated by 16.6%, a basic level – by 61.7%, a low level – by 21.7% of the future educators. Keywords: future educators of pre-school education establishments, methodological competence, diagnostics, components, indicators, the ascertaining stage.

scholarly journals Practice in the system of training the future educator

2021 ◽  
Vol 5 (S4) ◽  
pp. 311-326
Author(s):  
Olena S. Khmelnytska ◽  
Yuliia M. Bahno ◽  
Olena M. Serhiychuk ◽  
Larysa V. Tkachenko ◽  
Svitlana M. Tanana
Keyword(s):  
Educational Process ◽  
Educational Institutions ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Empirical Methods ◽  
Study Research ◽  
University Departments ◽  
The Future ◽  
Level Of Knowledge ◽  
The University

A cross-cutting program is an educational document that regulates the purpose, content, the chain of practices. Teachers of the university departments develop the work programs on the basis of a cross-cutting program since it contains recommendations on the types and forms of control over the level of knowledge, skills, and abilities that students should acquire. The authors studied training of the future teachers in the course of educational-productive practice in secondary schools and estimated its effectiveness. During the study, research and empirical methods were used, as well as methods of mathematical statistics. The link between the educational process of higher educational institutions and pedagogical practice in general secondary educational institutions was analyzed. The peculiarities of pedagogical practice and its influence on the formation of general and professional competences were revealed. It was concluded that practical training is an important component in teachers’ preparation and their self-affirmation.

scholarly journals FORMS AND METHODS OF ORGANIZATION OF STUDENT EDUCATION IN THE PROCESS OF FORMING ENTREPRENEURIAL CULTURE

2020 ◽  
pp. 6-16
Author(s):  
Олександр Верітов
Keyword(s):  
Teaching Methods ◽  
Swot Analysis ◽  
Round Table ◽  
Subject Area ◽  
Educational Process ◽  
Practical Training ◽  
Monitoring And Control ◽  
Ideal Object ◽  
Entrepreneurial Culture ◽  
Independent Work

It has been proved that the use of certain forms and methods of organization in training of future bachelors in physical culture and sports will contribute to the formation of entrepreneurial culture of students. The following organizational forms of training have been distinguished: training sessions, individual tasks, independent work, practical training and testing. It has been determined that the formation of entrepreneurial culture may be a subject of individual classes that require providing conditions to realize creative opportunities for students, who showed an aptitude for research and creative work. In compliance with the principles of freedom and variability, a key tool to assimilate educational material by students is considered to be independent work.A set of teaching methods proved to be the most effective and appropriate for the goal of the study, they are: methods of classroom work and practical training information (Information lecture, Lecture-presentation, Lecture-press conference), interactive learning (Round-table talks, Brainstorming, Working in small groups, Heuristictalks, Presentation and protection of the results of independent work), quasi-professional methods (Case method, Business games, Performing professional roles and functions in the workplace, SWOT-analysis), methods of consolidation of knowledge (Completion of educational tasks with regulated result), creative methods (Project method, Problem-solving training, Fantasizing method, Algorithmic analysis, Focal method objects, Creating an image of an ideal object), methods of ongoing monitoring and control (Oral face-to-face interview, Oral individual interview according to the plan, Testing knowledge on a specific topic, open answer questions) and distance learning methods are teaching methods for groups without feedback, methods of individual learning with feedback and methods that involve active interaction between all participants of the educational process. The concept map of the subject area “Forms and methods formation of entrepreneurial culture” can be used to simplify the process of developing training syllabus programs of certain disciplines. In particular, it will allow constructing the educational process in a more advanced technological way by comparing forms and teaching methods.

scholarly journals FORMAL AND ORGANIZATIONAL TRENDS IN PSYCHOLOGICAL TRAINING OF FUTURE TEACHERS IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE

2019 ◽  
Vol 2019 (3) ◽  
pp. 21-31
Author(s):  
Ganna Slobodianiuk
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Teaching Profession ◽  
Educational Process ◽  
Practical Training ◽  
Future Teachers ◽  
Higher Education System ◽  
Psychological Training ◽  
Independent Work

The vector of competence approach in professional formation of specialists poses to the higher education of Ukraine the question of the quality of future teachers’ preparation, the examination of which should become the professional competencies of the graduate student. The psychological competencies of the teacher require specification of the application of psychological knowledge in relation to a number of interactions that mediate the educational process and activity of a teacher. It is logical for the society to expect that the basic psychological competences of the future teacher should be acquired at the stage of primary professionalization in the educational institution which prepares teachers. Structurally normative psychological training of future teachers is indirectly reflected in the scope of teaching and distribution of teaching hours of psychological disciplines, in their content and structuring in different training courses, the ratio of classroom hours and independent work of the student in the discipline. The purpose of the work is to summarize the educational tendencies in the content of the curricula of psychological training of future teachers in the higher education system. The main results were obtained through the methods of analysis of curricula for the preparation of mathematics teachers of bachelor level in different higher education institutions of Ukraine in the context of: the volume of academic hours of disciplines of psychological cycle and their content representation; studying trends in the ratio of different forms of classroom training and their share in the general and practical training of specialists. The analysis of ten-year curricula and programs of psychological disciplines showed a variety of volumes of study of psychological disciplines, a tendency to decrease its academic hours, a reduction in the number of ECTS credits and reduction of the applied content component of developmental, pedagogical, social psychology and psychological foundations of family life. There is a certain tendency to decrease the quota of classroom study of psychological disciplines and increase the volume of students’ independent work. The lack of approved national professional standard for the teaching profession makes it difficult to include applied psychological disciplines in teacher training plans designed to ensure the formation of professional psychological competencies of future educators.

scholarly journals ПРАКТИЧНИЙ АСПЕКТ ФОРМУВАННЯ ГОТОВНОСТІ ДО ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ КОМП’ЮТЕРНОГО ПРОФІЛЮ

2020 ◽  
pp. 106-117
Author(s):  
Олег Малишевський ◽  
Keyword(s):  
Computer Technology ◽  
System Integration ◽  
Systems Design ◽  
Practical Aspect ◽  
Educational Process ◽  
Practical Training ◽  
Professional Activities ◽  
Professional Mobility ◽  
The Future ◽  
Technology Introduction

The article is devoted to the analysis of the practical aspect of professional mobility readiness of future engineers-teachers in the area of computer technology. It has been found out that organization of practical training (industrial practice) of engineers-teachers is focused on modern profession requirements. It contributes to the formation of necessary professional skills and testing the abilities and capabilities of future specialists’ professional activities needed to develop readiness for professional mobility. Emphasis has been placed on the advantages of project technology in the practical training of higher education applicants. It involves the development of creative potential, innovative thinking, high creativity, the ability to comprehensively combine research, design, entrepreneurship and evaluate the decisions consequences. At the same time, the practice provides mastery of the methodology and means of automated collective complex systems design at all life cycle stages and the formation of information and communication skills of the future engineers-teachers in the area of computer technology. It has been proved that the project technology introduction contributes to the pedagogical tasks implementation: intensification, improving the efficiency and quality of the educational process; training differentiation. It provides the future specialist with his own trajectory of self-education; system integration of subject tasks. The practical aspect of the formation of professional mobility readiness in the context of design technology, involves identifying personal prospects for professional development, self-improvement of the ideal model of professionally mobile personality. It promotes the ability formation of individual professional style of activity, creativity, self-development, and self-organization. At the same time, project technology provides readiness formation to create innovations and implement them, take into account all possible scenarios, be able to take risks, work in a team and interact in a highly competitive environment. That is, it creates all the conditions for the formation of professional mobility readiness of future engineersteachers in the area of computer technology.

scholarly journals PRIORITY OF USING MUSICAL AESTHETIC COMPETENCE WHILE FORMING METHODS OF PUPILS IN EXTRACURRICULAR EDUCATION

2016 ◽  
pp. 163-171
Author(s):  
Anna Mashchenko
Keyword(s):  
National Identity ◽  
Ethnic Groups ◽  
Educational Process ◽  
School Education ◽  
Theoretical Understanding ◽  
Domestic Literature ◽  
National Minorities ◽  
Key Competencies ◽  
Individual Capacity ◽  
Out Of School

The article clarifies the nature and content of musical and aesthetic competence and, based on this, the basic principles of its formation in adolescents covered by system activities of the school education in Ukraine, which is regarded as a complementary to the secondary, and sometimes advancing. Music and aesthetic teens’ competence forms both in efforts of secondary school and adult education. The question: “What are the features’ principles of work in out-of-school institutions for the establishment of music and aesthetic competence of students of this age?”. The relevance of research caused by need in deeper theoretical understanding of various aspects of competence approach, as a basis for reforming the educational and upbringing process in modern conditions.The purpose of the article essence and content of principles methods that make up foundation methods of the educational process in out-of-school education, directed at the affirmation to musical and aesthetic competence of teens’ students.In foreign and domestic literature we meet a lot of definitions of competence (Bader R., Beh I., Bibik N., Hutorskoy A., Mertens D., Raven J.,  Savchenko  O., Shelton A. etc.). Despite some differences in the meaning of this definition, we have fond also common features: ability, willingness to the subject effectively organize knowledge, abilities, skills, experience for setting and achieving goals. There are key competencies, including general cultural, which includes musical and aesthetic as one of the brunch. In our research, we follow the general approach to competence which defines the essence of "musical aesthetic competence" concept. The essence of the musical and aesthetic competence lies in its individual capacity, readiness and real opportunities to accept, integrate and experience the beauty of musical works, play (or create) it practical with understanding of the importance of this type of activity in the social and individual spheres of life, in different social relations.The principle of national focus in education including knowledge of Ukrainian folk songs, works of local composers, ability to perform it (singing or with the help of instrument), feel their beauty, bringing together with their nationality, and therefore with themselves. It helps to develop the ability to preserve their national identity, to understand music as an integral part of spirituality of the Ukrainian people. Ukraine is a country, which is home to several dozen ethnic groups, or so-called minorities. The Constitution of Ukraine declares that the country supports, creates conditions for the development of their national identity. Representatives of these peoples and ethnic groups should not feel reduced in their rights. Therefore, in areas where contact populated by national minorities in non-school institutions should be created special creative teams under national direction. At presence of choir, band, orchestra, etc., several participants of certain nationalities their national works should be included in repertoire. However, all teenagers, members of the creative teams must be able to sing in Ukrainian language, perform Ukrainian music to feel the citizens of Ukraine, to be part of Ukrainian nation, formed as a patriot for all ethnic homeland.

scholarly journals Improvement of School Education in the Conditions of a New Stage of Development in the Republic of Uzbekistan

2021 ◽  
Vol 3 (1) ◽  
pp. 01-07
Author(s):  
Khakimov N.Kh
Keyword(s):  
High School ◽  
Secondary Schools ◽  
High School Graduates ◽  
Educational Process ◽  
School Education ◽  
Economic Life ◽  
Teaching Staff ◽  
Stage Of Development ◽  
The Future ◽  
The Republic

The author of the article investigated the process of improving school education in a new stage of development of the Republic of Uzbekistan. The article emphasizes the role of school education in the implementation of democratic reforms during the implementation of the strategy of actions for the further development of the country. The author of the article made an attempt to reveal the mission of school education in a developing civil society. Topical issues of the educational process of secondary schools, in the upbringing of the younger generation and the practical significance of the activity of teachers in the context of modernization of the content and methods of teaching in secondary schools are investigated. An important innovative element in the work of secondary schools is that under the new conditions in the country there is a process of formation of private schools and an increase in the number of specialized schools, where certain fundamental subjects are studied according to a special, in-depth program. The country has made an attempt at an innovative approach in the process of improving school education and teaching children. In the context of the deepening development of the market economy in the country, the teaching staff performs an important mission in the implementation of social policy, ensuring the educational process in secondary schools, including a dynamic increase in the number of students participating in international Olympiads, in attracting students to the study of foreign languages. It should be noted that high school graduates are actively involved in deepening democratic reforms and ensuring human rights. A modern high school graduate is a powerful intellectual potential for the country, they make a worthy contribution to the future, the process of digitalization of society, the development of small business and private entrepreneurship. High school graduates pass a test selection and become university students in foreign, developed countries of the world. An integrated scientific approach to the study of the learning process in secondary schools shows that education in schools is closely linked with the goal of the ongoing democratic reforms in the country and the deepening of the market mechanism in all spheres of socio-economic life. It should be noted that the desire to improve the quality of the educational process in secondary schools has a potential impact on attracting talented young people to study at universities, technical schools, academic lyceums and professional colleges. In the process of school education, students are introduced to the knowledge necessary for the whole life of each person, which is considered a guideline for determining the future, finding a worthy place for a student in a competitive and globalized environment. The country has created equal legal conditions for high school graduates for admission to higher educational institutions.

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