scholarly journals CREATIVE AND PERFORMANCE TRAINING OF THE FUTURE TEACHER OF MUSIC ART IN THE CONTEXT OF THE HUMANISTIC PARADIGM OF EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 33-36
Author(s):  
Tetyana Stratan-Artyshkova ◽  
Keyword(s):  
Professional Training ◽  
Music Performance ◽  
Theory And Practice ◽  
Future Teacher ◽  
Creative Performance ◽  
Future Teachers ◽  
Performance Training ◽  
The Future ◽  
Self Actualization ◽  
And Performance

The article reveals the peculiarities of creative-performance training of a future teacher of musical art; analyzes the definitions of «creativity» and «performance»; proves the expediency and effectiveness of composer-performer activity in the formation of author ability, ability of a future specialist to self-expression and self-actualization in his own work. Music performance is undoubtedly a creative process, and creativity involves the creation of new products and does not exist without performance. Thus, creative-performance training of future teachers of musical art becomes significant and innovative, as it is based not only on the ability to creatively perceive, perform and interpret musical works (instrumental, vocal, choral), to express themselves in performing activities (co-creation), but also assumes the ability of future teachers to self-create, to be both the author and performer of their own work. The meaning of professional training, its qualitative characteristic is the creative and performing training of the future teacher of musical art, which is due to the theory and practice of musical education, the originality of musical and pedagogical activity and consists in solving pedagogical problems by means of musical art, is aimed at developing a personality capable of self-expression and self-realization, capable of perceiving new knowledge and experience, organizing the conditions necessary to express its subjectivity, uniqueness, unique essence.In the complex process of creative-performance activity based on artistic perception-interpretation, design of artistic image, musical work - to its creative presentation the self-expression and self-actualization of future specialists is carried out. This process implies self-realization of own forces, abilities, talents, opportunities, disclosure of all reserves of creative activity of personality, the whole complex of individual-personal qualities, objectification of essence forces in own production, various social activity, leads to transformation of personality into a subject of own life and profession.

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 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 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 Diagnostics of the readiness for self-improvement of the future teacher in the conditions of COVID-19

2021 ◽  
Vol 14 (33) ◽  
pp. e16589
Author(s):  
Valentyna Bilyk ◽  
Artem Tkachov ◽  
Ivanna Tkach
Keyword(s):  
Spiritual Development ◽  
Professional Training ◽  
Well Being ◽  
Educational Process ◽  
Future Teacher ◽  
Theoretical Research ◽  
Professional Activity ◽  
Future Teachers ◽  
The Future ◽  
Professional Self

The society's need for competitive specialists capable of solving urgent issues requires focusing efforts on solving the most pressing problems in education in today's pandemic conditions. The psychological and pedagogical literature has repeatedly emphasized the need for self-improvement as a component of self-education of a person in general and a teacher in particular. One of the most important factors in the success of further professional activity is the formation of students' readiness for professional self-improvement. The issues of training future teachers remain topical, because both the intellectual, moral and spiritual development of children and youth, the socio-economic well-being of the country depend on their activities. Since the attention of specialists is focused on the personal potential of a person, the urgent is the problem of the formation of future teachers' readiness for self-improvement in the process of individualization of professional training pedagogical science. For this, the methods of theoretical research of profile sources were used, and also theoretical and ascertaining experiments were carried out. It is proved that the training of a future teacher  should be focused on the personality, the recognition of a person as the highest value in society, and providing conditions for personal self-improvement of the future teacher is one of the priority areas in the educational process of the university

scholarly journals FORMATION OF RESEARCH COMPETENCE OF FUTURE HIGHER SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 100 (1) ◽  
pp. 175-184
Author(s):  
М. В. Роганова ◽  
O. I. Чайка ◽  
С. С. Рашидова
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Competence ◽  
The Future ◽  
Teachers And Students ◽  
The Individual

The article reveals the theoretical aspects of the problem of forming the research competence of future teachers of higher education, which is associated with the transition to a unified European education system and the renewal of the educational process of higher education with an orientation towards the formation and development of the personality of a competent teacher-researcher who owns the technology of scientific and pedagogical activity. The necessity of the development of the intellectual consciousness of the future teacher of higher education, which determines the style of scientific thinking, is substantiated by the main indicators of consistency, dynamism, problematicity, categoricality, reflexivity, evidence, predictability, projectivity, search ability, creativity. The authors have revealed the structure and the content of the research competence of the future teachers of higher education. The structural components of the research competence of future teachers of higher education are highlighted: cognitive, diagnostic, project constructive, technological, reflective, communicative. The pedagogical conditions for the formation of research competence of the future teacher of higher education are scientifically substantiated: motivational and value, creating needs and determining the persistent positive motivation of the future teacher of higher education in mastering research qualities; meaningful and constructive, which combine the individual and technological capabilities of scientific and pedagogical activity and the requirements of the forthcoming professional activity of a teacher of higher education; organizational and pedagogical, determining the establishment and retention of pedagogically expedient relationships between teachers and students, based on cooperation and mutual interest in research; reflexive-corrective, contributing to the analysis, accounting and correction of the process and the result of the formation of research competence in future teachers of higher education.

scholarly journals PROFESSIONAL FORMATION OF THE FUTURE TEACHER IN THE EDUCATIONAL PROCESS AT THE EXPENSE OF PEDAGOGICAL PRACTICE

2018 ◽  
Vol 5 (31) ◽  
Author(s):  
I. Kamenska
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Self Development ◽  
The Future

The article deals with topical issues of professional training of future teachers. The essence of the concepts of «self-development» and «self-improvement» was revealed, the significance of pedagogical practice as a factor of professional self-development and self-improvement of the future teacher was substantiated. It was revealed that effective preparation of participants in the educational process in educational institutions is possible due to the strengthening of the practical orientation of students' training. That is, pedagogical practice is the initial stage in the system of professional training, the first part of the practical mastering of the pedagogical profession. It promotes the deepening and systematization of knowledge gained by students in the process of studying specialized disciplines, as well as the development of information competence of future professionals. Pedagogical practice provides a combination of theoretical training of students with their practical pedagogical activity in the conditions of educational institutions of different types and promotes the formation of a creative attitude towards future professional activities, deepening and systematization of the knowledge gained by students in the process of theoretical training; self-development and self-improvement of future teachers. In this period, the foundations of professional activity of future specialists are laid, professional qualities are formed, the ability to self-development, self-realization and interest in the future profession are revealed.It is established that proper organization of pedagogical practice contributes to professional growth of the future teachers, development of abilities, allows to create external and internal conditions for self-development of the student. Thus, continuous self-education and self-improvement are the only way that allows a modern educator to become a real professional, to develop professional competence.Keywords: professional competence, self-development, self-improvement, pedagogue, educational process.І. Каменська, кандидат сільськогосподарських наук,  Професійне становлення майбутнього педагога у навчальному процесі за рахунок педагогічної практики / ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди»,  Україна, Київська обл., м. Переяслав-ХмельницькийВ статті розглянуто актуальні питання професійної підготовки  майбутніх педагогів. Розкрито суть понять «саморозвиток» та «самовдосконалення», обґрунтовано значення педагогічної практики, як чинника професійного саморозвитку та самовдосконалення майбутнього педагога. З’ясовано, що ефективна підготовка учасників освітнього процесу у закладах освіти можлива за рахунок посилення практичної спрямованості навчання студентів. Тобто, педагогічна практика – це початковий етап у системі фахової підготовки, перша ланка практичного засвоєння педагогічної професії. Вона сприяє поглибленню і систематизації знань, отриманих студентами в процесі вивчення профільних дисциплін, а також розвитку інформаційної компетенції майбутніх фахівців. Педагогічна практика забезпечує поєднання теоретичної підготовки студентів з їх практичною педагогічною діяльністю в умовах навчальних закладів різних типів і сприяє формуванню творчого відношення до майбутньої професійної діяльності, поглибленню та систематизації знань, одержаних студентами в процесі теоретичного навчання; до саморозвитку та самовдосконалення, майбутніх педагогів. В цей період закладаються основи професійної діяльності майбутніх фахівців, формуються професійні якості, розкривається здібність до саморозвитку, самореалізації та інтерес до майбутньої професії.Встановлено, що правильна організація педагогічної практики сприяє професійному росту майбутніх педагогів, розвитку здібностей, дозволяє створити зовнішні та внутрішні умови для саморозвитку студентів. Таким чином, постійне самовиховання та самовдосконалення – єдиний шлях, який дозволить сучасному педагогу стати справжнім професіоналом, розвинути професійну компетентність.Ключові слова: професійна компетентність, саморозвиток, самовдосконалення, педагог, навчальний процес.

scholarly journals THE MODEL OF PROFESSIONAL COMPETENCE FORMATION OF FUTURE TEACHERS OF ART AND AESTHETIC CYCLE OF PROFESSIONAL TRAINING

2021 ◽  
Vol 5 (43) ◽  
Author(s):  
Ja. Verovkina
Keyword(s):  
Secondary Education ◽  
Professional Training ◽  
Professional Competence ◽  
Future Teacher ◽  
Integral Model ◽  
Specialized Training ◽  
Structural Components ◽  
Future Teachers ◽  
The Future ◽  
The Aesthetic

  The article reveals the model of professional competence formation of the future teachers of art and the aesthetic cycle of specialized training in institutions of secondary education. The integral model forms a construct with interconnected blocks: target, conceptual, substantive, procedural, and effective. The structural components of the model are established: components, principles, approaches, organizational and pedagogical conditions, criteria, and levels formation of professional competence of future teachers of art aesthetic cycle of specialized training. The most effective forms, methods and means of formation of professional competence of the future teachers of art and the aesthetic cycle of profile education are identified. The content of the artistic and aesthetic cycle of educational profiling environment is clarified.Keywords: model, professional competence, future teacher, artistic and aesthetic cycle, specialized training.

scholarly journals Concert and performance activity in professional training of future teacher of music art

2020 ◽  
Author(s):  
Skuratovska Mariya
Keyword(s):  
Professional Training ◽  
Music Teachers ◽  
Educational Process ◽  
Future Teacher ◽  
Music Teacher ◽  
Personal Significance ◽  
The Future ◽  
Personal Approach ◽  
And Performance ◽  
The Individual

Concert and performance activity is an important component for future music teachers. It encourages them to analyse their needs, interests, inclinations. It contributes to the formation of personal significance, emotional confidence, ensures the independence of the performer in the process of professional training. Thus, the insufficient elaboration of the problem of preparation of a future music teacher for concert and performance activity becomes an actual one in the art educational process. The article is devoted to the problem of concert and performance activity of a future music teacher in the process of professional training. It reveals the principles of forming the readiness of a future teacher of music for concert and performance practice, analyses the research on this issue. The purpose of the article is to reveal the influence of the concert and performance activity as a kind of artistic creativity on the process of professional training of a future music teacher. The scope of research on this issue includes the definition of the most effective ways and methods of preparing future music teachers for concert and performance activity, as well as numerous aspects of the creative process in which the future musician-performer is involved. The methods and techniques of diagnosing the characteristics of an individual and his performance qualities are of particular importance. This allows identifying “problem issues” that require active pedagogical influence to overcome existing shortcomings. Universal approaches (systemic, axiological, competence) must be constantly combined with individual-personal, which takes into account the features (physiological, mental, ideological, etc.) that are specific to this person and that distinguish him from everyone else. The individual-personal approach is one of the most important tasks of studying the professional and spiritual formation of the person for the future music teacher. It defines the ability to create his / her own original musical world embodying the maintenance and values of a mussician-performer as the basic criterion of the readiness for professional concert and performance activity.

scholarly journals Features of formation the project-technological competence of the future teachers of technologies in the process of studying the basics of design and modeling

2020 ◽  
pp. 32-40
Author(s):  
Андрій ЦИНА ◽  
Наталія НАГОРНА
Keyword(s):  
Professional Training ◽  
Educational Material ◽  
Future Teacher ◽  
Future Teachers ◽  
Creative Development ◽  
Educational Design ◽  
Technological Competence ◽  
The Future ◽  
Selection Of

The article deals with the problems and features of formation the project-technological competence of the future teachers of technologies in the process of studying the basics of design and modeling during professional training. In particular, the content of the discipline on the basics of design and modeling is substantiated, which should provide a thorough students’ acquaintance with the essence of the processes of design and modeling, types of educational design, stages of the cycles of any project, the conditions of leadership, organization, implementation and evaluation of the results of students’ design and technological activities, educational design opportunities to enhance the creative development of the future teacher of technologies. The tasks that are faced with the discipline "Basics of design and modeling" in the process of forming project-technological competence and principles of selection of educational material are determined. Also, the essence of the process of forming project-technological competence in the basics of design and modeling is considered.

scholarly journals The structure of the future Music teachers’ methodological culture

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 22-27
Author(s):  
Li Zhuhua
Keyword(s):  
General Education ◽  
Professional Training ◽  
Future Teacher ◽  
Professional Activity ◽  
Structural Components ◽  
Future Teachers ◽  
National Education ◽  
Professional Activities ◽  
Personal Attitude ◽  
The Future

Our country's aspirations for joining the European educational space, acquiring institutions of the national education system, including establishments of general education, competitiveness in the world educational services market actualize the need for its modernization and quality improvement. Modern state documents that provide the legal normative framework for national education are aimed at the above mentioned. The purpose of the article is to highlight and substantiate the structure of the methodological culture of the future teachers specialised in Musical Arts. The article describes the essence of the phenomenon "methodical culture of the future teachers of Musical Arts". The use of the systematic approach as a unity of ideas, baselines, starting points made it possible to consider the identified phenomenon as a system containing specific constituents which determine its peculiarities. These components are the structural components of the phenomenon under study. The analysis, generalization and interpretation of scientific sources and practices of professional training targeted to the future teachers of Musical Arts allowed us to identify and characterize the structural components of their methodological culture as a personal formation: epistemological (as a set of acquired knowledge necessary for the future teacher of Musical Arts; axiological (as a system of values and orientations of the future teacher of Music Arts which determines the cultural orientation of his / her musical and professional activities and personal attitude to the solving of methodical problems); praxeological (characterized by the presence of methodological-pedagogical and special skills, the totality of which ensures the cultural correspondence of the future professional and the quasi-professional activity of the future teacher of Musical Arts); personal (implies an emotionally positive attitude of the future Music teacher to the need to master and qualitatively carry out methodological and pedagogical activities on the basis of emotional flexibility, ability to evaluate and self-evaluate its progress as well as those methodical products, the use of which contributed to the achievement of the tasks.

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