scholarly journals Future teachers’ professional training for developing students’ spiritual and moral values

2019 ◽  
pp. 58-65
Author(s):  
I. P. Istomina
Keyword(s):  
General Education ◽  
Moral Education ◽  
Extracurricular Activities ◽  
Group Work ◽  
Educational Program ◽  
Professional Training ◽  
Future Teachers ◽  
Main Concept ◽  
Training Course ◽  
Theoretical Approaches

The article addresses the problem of preparing future Bachelors of Pedagogy for professional activities regarding spiritual and moral education and students’ development at all levels of general education. The author emphasizes that preparing future teachers to work on the spiritual and moral education and students’ development is a relevant pedagogical task. It’s a strategic goal at the level of KhMAO – Yugra in particular and the entire Russian state as a whole. It substantiates the need of students’ training for work aimed at their ability to analyze theoretical approaches in defining the concepts of basic national values. To solve this problem, the author offers a training course aimed at developing students' competences such as: the ability to design and organize individual and group work for the purposes of spiritual and moral education and students’ development; the ability to use diagnostic and prognostic activities in the field of spiritual and moral education and students’ development; possession of monitoring tools in the field of spiritual and moral education and students’ development. The article provides curriculum content of the course "Psychological and pedagogical foundations of the educational program ‘Roots", which describes the main concept provisions of the spiritual and moral education of Russian students. The program ‘Roots’ is a part of the sociocultural educational program ‘Social and cultural roots’ that represents the author's methodological tools, focused on individual and group work on the development of the training course. According to the author, when studying the course "Psychological and pedagogical foundations of the educational program ‘Roots’ students will form professional competences aimed at solving spiritual and moral students’ development problems in educational and extracurricular activities with the use of active teaching methods

scholarly journals Lingevich Olga V.

2021 ◽  
pp. 19-28
Author(s):  
О.В. Лингевич
Keyword(s):  
General Education ◽  
Goal Setting ◽  
Extracurricular Activities ◽  
Competence Model ◽  
Future Teachers ◽  
Industrial Practice ◽  
Organizational Skills ◽  
Cognitive Component ◽  
Adults And Children ◽  
Additional Education

На основании сравнительного анализа определены инвариантные элементы модели подготовки будущих педагогов к организации внеурочной деятельности: целеполагание курсов «Педагогика» и «Психология» на проектирование и формирование навыков развития личностных и метапредметных универсальных учебных действий обучающихся; включение в содержание курсов педагогики и психологии отдельных тем (модулей), направленных на формирование когнитивного компонента обучающихся; организация производственной практики на базе детских оздоровительных лагерей, ориентированной на формирование навыков организаторской (вожатской) деятельности; проектирование и реализация производственной практики на базе общеобразовательных учреждений, сосредоточенной на формирование навыков организации внеклассной деятельности. Предлагается периодизация этапов подготовки будущих учителей к организации внеурочной деятельности учащихся в России: дореволюционный (1900–1917 гг.) – этап создания самостоятельных учреждений внешкольного (дополнительного) образования для взрослых и детей; советский (1917–1991 гг.) – этап формирования государственной модели внешкольной, внеклассной работы с детьми; современный (с 1992 г. и по настоящее время) – этап формирования компетентностной модели подготовки будущих педагогов к организации внеурочной деятельности. Основанием для данной классификации служит содержание и направленность подготовки будущих учителей. Based on the comparative analysis, the invariant elements of the model of training future teachers for the organization of extracurricular activities are determined: the goal setting of the courses "Pedagogy" and "Psychology" for the design and formation of skills for the development of personal and metasubject universal educational actions of students; the inclusion in the content of the courses of pedagogy and psychology of individual topics (modules) aimed at the formation of the cognitive component of students; organization of industrial practice on the basis of children's health camps, focused on the formation of organizational skills (leadership) activities; design and implementation of industrial practice on the basis of general education institutions, focused on the formation of skills for organizing extracurricular activities.A periodization of the stages of training future teachers for the organization of extracurricular activities of students in Russia is proposed: pre-revolutionary (1900-1917) – the stage of creating independent institutions of extra-curricular (additional) education for adults and children; Soviet (1917-1991) – the stage of formation of the state model of extracurricular, extracurricular work with children; modern (from 1992 to the present) - the stage of formation of the competence model of training future teachers for the organization of extracurricular activities. The basis for this classification is the content and orientation of the training of future teachers.

scholarly journals Upbringing of Student Teachers in Extracurricular Activities in the Context of Distance Learning

2021 ◽  
Vol 16 (08) ◽  
pp. 61
Author(s):  
Roman Sergeevich Nagovitsyn ◽  
Roza Alekseevna Valeeva ◽  
Aleksander Yurievich Osipov ◽  
Mikhail Dmitrievich Kudryavtsev ◽  
Larisa Vyacheslavovna Zakharova
Keyword(s):  
Student Teachers ◽  
Extracurricular Activities ◽  
Undergraduate Students ◽  
Professional Training ◽  
Educational Process ◽  
Practical Significance ◽  
Full Time ◽  
Future Teachers ◽  
Negative Effect ◽  
Positive Effect

The introduction of distance technologies is necessary in the professional training of students, despite various assessments of its effectiveness. Hence the purpose of the study: to develop an upbringing system for students in a distance format and experimentally prove its impact on the main directions of upbringing of future teachers, in comparison with extracurricular activities in full-time mode. 156 undergraduate students took part in the experiment. Experimental research is the author's paradigm for the formation of youth upbringing in extracurricular activities, which includes six synergistically interrelated areas. The upbringing student system developed in the study was tested in two formats of implementation: in full-time format at the first stage of the study and in distance format in the second half of the study. The statistical data obtained during the study confirm the effectiveness of the implementation of extracurricular activities for the formation of the upbringing of future teachers only in full-time format. The introduction of distance technologies in the implementation of upbringing extracurricular activities does not have a positive effect on students, but in some areas has an opposite negative effect. The practical significance of the study is determined by the introduction of a self-analysis and monitoring system into the educational process through the use of Facebook and VKontakte social networks.

scholarly journals МОНІТОРИНГ ПРОЦЕСУ ФОРМУВАННЯ ПРАВОВОЇ КУЛЬТУРИ МАЙБУТНІХ УЧИТЕЛІВ ІСТОРІЇ ТА ПРАВОЗНАВСТВА У ФАХОВІЙ ПІДГОТОВЦІ

World Science ◽  
2020 ◽  
Vol 3 (4(56)) ◽  
pp. 19-27
Author(s):  
Коваль Д. С.
Keyword(s):  
Higher Education ◽  
Educational Program ◽  
Professional Training ◽  
Education Institution ◽  
Legal Culture ◽  
Education History ◽  
Future Teachers ◽  
Internal Factors ◽  
Legal Information ◽  
Legal Competence

The article monitors the process of forming the legal culture of future teachers of history and jurisprudence in professional training, which included analysis of the subjects taught in the educational program in the specialty Secondary Education (History). Jurisprudence, analysis of external and internal factors that influence the process of formation of legal culture. The causes of low formation of legal culture of future teachers of history and jurisprudence are established: low requirements for the process of its formation, legal units within the disciplines of professional training offered to study, presented in the standards of pedagogical specialties autonomously from the legal courses, lack of discretion plan, insufficient legal competence of teachers, which, due to the peculiarities of the content of the discipline, it is necessary to teach the norms of Ukrainian law, professional training of future teachers of history and jurisprudence does not correspond to the level of legal culture, which should be demonstrated by a specialist after graduation from higher education institution. The criteria for selecting the content and volume of legal information needed for future history and law teachers are highlighted.

scholarly journals THE IMPORTANCE OF WORKSHOPS IN THE PROCESS OF TRAINING FUTURE TEACHERS

2021 ◽  
pp. 76-82
Author(s):  
Ирина Геннадьевна Санникова
Keyword(s):  
General Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Practice ◽  
Pedagogical Practice ◽  
Pedagogical Workshop ◽  
Future Teachers ◽  
Educational Activities ◽  
State Pedagogical ◽  
Independent Work

Рассматривается совокупность требований, предъявляемых к педагогу общеобразовательной школы в формате профессиограммы педагога, в контекстах ресурсов образовательной практики педагогического вуза, направленных на формирование профессиональной компетентности выпускника. Цель исследования – обобщить опыт и представить модельное видение авторского психолого-педагогического практикума как рассредоточенного курса подготовки будущего педагога. Материалом исследования выступили: результаты анкетирования обучающихся педагогического вуза выпускных курсов и педагоги базовых школ Томского государственного педагогического университета, а также разработанный автором психолого-педагогический практикум. На основе данных анкетирования определены ресурсы развития содержания педагогического образования, в качестве одного из механизмов решения задачи актуальной профессиональной подготовки будущих педагогов предлагается психолого-педагогический практикум. На основе анализа научно-педагогической литературы и опыта подхода к реализации психолого-педагогического практикума избран формат практико-ориентированной организации курса, основанный на сочетании нескольких вариантов учебной деятельности (учебная деятельность по изучению теоретических сведений, учебное моделирование, проектирование и конструирование, учебное взаимодействие и самостоятельная работа в период педагогической практики), описана логика распределения учебного материала на вариативный и инвариантный модули. Психолого-педагогический практикум как элемент создания практико-ориентированной образовательной среды позволяет осуществить внутреннюю взаимосвязь между предметными, психолого-педагогическими и методическими курсами, способствуя формированию педагогически значимых качеств выпускника педагогического вуза. The article considers the set of requirements for a teacher of a general education school in the format of a teacher’s professionogram, and the resources of the educational practice of a pedagogical university aimed at forming the professional competence of a graduate. The purpose of the study is to summarize the experience and present a model vision of the author’s psychological and pedagogical workshop as a dispersed training course for the future teacher. The material of the study was: the results of the survey of students of the pedagogical university of the final courses and teachers of the basic schools of the Tomsk State Pedagogical University, as well as the psychological and pedagogical workshop developed by the author. On the basis of the presented survey data, the resources for the development of the content of pedagogical education are identified, and a psychological and pedagogical workshop is proposed as one of the mechanisms for solving the problem of actual professional training of future teachers. Based on the analysis of the scientific and pedagogical literature and the experience of the approach to the implementation of the psychological and pedagogical workshop, the format of the practice-oriented organization of the course is chosen, based on a combination of several variants of educational activities (educational activities for the study of theoretical information, educational modeling, design and construction, educational interaction and independent work during pedagogical practice), the logic of the distribution of educational material into variable and invariant modules is described. The psychological and pedagogical workshop as an element of creating a practice-oriented educational environment allows for the internal relationship between subject, psychological, pedagogical and methodological courses, contributing to the formation of pedagogically significant qualities of a graduate of a pedagogical university.

PROBLEMS OF PROFESSIONAL TRAINING OF INFORMATICS FUTURE TEACHERS IN THE CONDITIONS OF DIGITALIZATION OF EDUCATION

2021 ◽  
Vol 69 (1) ◽  
pp. 58-66
Author(s):  
N. Malikova ◽  
Keyword(s):  
Secondary School ◽  
General Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Communication Technologies ◽  
Professional Activity ◽  
Future Teachers ◽  
Information And Communication ◽  
The Republic ◽  
Pedagogical Research

The problems of professional training of future teachers in a pedagogical university are considered in the article. The relevance of this study in the regulatory documents adopted in the Republic of Kazakhstan, as well as the structure of professional training of teachers as a pedagogical system in scientific and pedagogical research are analyzed. The essence and place of the school course of Informatics among general education disciplines and the importance of professional training of future teachers of computer science in the context of digitalization of education have been substantiated. The components of the professional activity of a teacher of informatics are determined. The terms information and communication technologies and digital technologies are considered and the differences between these terms are described with examples. The stages of studying informatics in general education secondary school according to the updated curriculum and requirements for the professional training of informatics teachers are described. Recommendations for improving the professional training of future teachers of informatics are given.

MODELS OF TEACHERS TRAINING FUTURE TO ORGANIZE EXTRACURRICULAR ACTIVITIES

2020 ◽  
Vol 22 (11) ◽  
pp. 36-39
Author(s):  
Lingevich O.V.
Keyword(s):  
General Education ◽  
Extracurricular Activities ◽  
Russian Federation ◽  
Educational Process ◽  
Soviet System ◽  
Future Teachers ◽  
Educational Models ◽  
Pedagogical Training ◽  
History Of ◽  
The Russian Federation

The process of socio-cultural modernization of the general education system primarily determined the structural and substantive development of the educational process of modern schools in the Russian Federation. One of these changes is the consolidation of extracurricular activities as a mandatory component of the main educational programs of general education. The process of staffing the implementation of extracurricular activities of schoolchildren should be based on the experience of preparing future teachers for this type of activity that has developed in the history of education. A periodization of the stages of the formation of the preparation of future teachers for the organization of extracurricular activities of schoolchildren in Russia is proposed: 1) the stage of the emergence of the system of training future teachers for the organization of extracurricular work, the features of which are associated with the formation of a system of training future teachers for the organization of extracurricular activities; 2) the stage of formation of the Soviet system of training future teachers for the organization of extracurricular, extracurricular activities, whose originality was due to the tendency towards the formation of a state model of extracurricular work with children; 3) the stage of evolution of the Soviet system of training students of pedagogical universities for the organization of extracurricular activities, associated with the formation of a practice-oriented approach; 4) the stage of systemic and structural transformations in the preparation of future teachers for the organization of extracurricular work, characterized by the focus of the system of training future teachers in the Russian Federation on the design and organization of the educational process; 5) the stage of modernization of the system of psychological and pedagogical training of students for the organization of extracurricular activities, aimed at the formation of a competence-based approach to the preparation of students of pedagogical universities in the Russian Federation; 6) the stage of standardization of the process of preparing future teachers for the organization of extracurricular activities, which is implemented as part of the formation of modern educational models.

scholarly journals MODEL OF FORMATION OF COMMUNICATIVE UNIVERSAL EDUCATIONAL ACTIONS OF YOUNGER SCHOOL CHILDREN iN EXTRACURRICULAR ACTIVITIES

2021 ◽  
pp. 35-40
Author(s):  
Ольга Александровна Дроздова ◽  
Елена Евгеньевна Сартакова
Keyword(s):  
General Education ◽  
Extracurricular Activities ◽  
Educational Program ◽  
Time Frame ◽  
Educational Institutions ◽  
Elementary Level ◽  
School Age ◽  
Teaching Aids ◽  
Pedagogical Analysis ◽  
Primary School Age

Констатируется, что проблематика развития коммуникативных универсальных учебных действий (КУУД) обучающихся стала объектом как современных научных исследований, так и практических разработок. Представлен историко-педагогический анализ изучения данного феномена в российской педагогике, выявлены ведущие модели и технологии, используемые для организации внеурочной деятельности в современных общеобразовательных организациях. Предлагается модель развития КУУД младших школьников средствами внеурочной деятельности, особенности которой связаны с использованием совокупности системно-деятельностного, коммуникативно-когнитивного подходов, интегрированным на метапредметном уровне содержанием внеурочной деятельности в виде сетевой модульной образовательной программы (общеинтеллектуальная направленность), технологией его реализации с применением предметно-ориентированных средств обучения, речевых ситуаций, логико-дидактических схем. Обосновано содержание результативно-оценочного компонента модели, который включает методы наблюдения, диагностики, статистические методы, оценивание процесса результатов развития данной группы метапредметных результатов образования. Выделены критерии (ученик способен владеть речевой культурой на элементарном уровне, организовывать свое общение во временных рамках, преодолевать различные виды барьеров в осуществлении коммуникации), уровни сформированности данной группы метапредметных образовательных результатов обучающихся на уровне начального общего образования. It is stated that the problem of the development of communicative universal educational actions (CUEA) of students has become the object of both modern scientific research and practical developments. The paper presents a historical and pedagogical analysis of the study of this phenomenon in Russian pedagogy, identifies the leading models and technologies used to organize extracurricular activities in modern educational institutions. A model for the development of CUEA of junior schoolchildren by means of extracurricular activities is proposed, the features of which are associated with the use of a set of system-activity, communicative-cognitive approaches, integrated content at the metasubject level in the form of a network modular educational program of extracurricular activities (general intellectual orientation), implementation technologies using subject-oriented teaching aids, speech situations, logical and didiactic schemes. The content of the effective-evaluative component of the model is substantiated, which includes methods of observation, diagnostics, statistical methods, and the assessment of the process of development results for this group of metasubject education results. For the development of CUEA in students of primary school age, we have proposed the following means, in our opinion, which are the most effective for a given age: subject-figurative visualization, logical-didactic schemes and speech situations. The criteria are highlighted (the student is able to master speech culture at an elementary level; the student is able to organize his communication in a time frame; the student is able to overcome various types of barriers in the implementation of communication), the levels of formation of this group of metasubject educational results of students at the level of primary general education.

scholarly journals PRINCIPLES OF FORMATION OF READYNESS FOR PROFESSIONAL-CREATIVE SELF-REALIZATION OF FUTURE TEACHERS OF FINE ARTS

2021 ◽  
pp. 23-28
Author(s):  
Li Qing
Keyword(s):  
Higher Education ◽  
General Education ◽  
Professional Training ◽  
Fine Arts ◽  
Educational Process ◽  
Future Teachers ◽  
Basic Principles ◽  
Professional Orientation ◽  
The Individual ◽  
Creative Self

The article examines the problem of forming readiness for professional and creative self-realization of future teachers of fine arts. In this context, the author highlights the basic principles that underlie this process: professional orientation, scientificity, optimization, emotional pedagogical process. The principle of professional orientation includes both the professional orientation of the individual to work and a specific profession and the professional orientation of general education and vocational training. The author provides not only professionally relevant material that is introduced into the content of education but also activities, which are aimed at mastering such mental operations, the analogues of which will be performed by students in teaching. According to the principle of scientificity, the content of higher education should correspond to scientific achievements in a particular field. Thus, future teachers of artists should receive only scientifically sound and reliable information, including facts, patterns, processes and phenomena, features of the formation and development of scientific discoveries. The principle of optimization presupposes high-quality implementation of the technology of formation of readiness for professional and creative self-realization of future teachers of fine arts, which leads to the achievement of the set goal. The main pedagogical actions to optimize the process of formation of the studied readiness of future teachers-artists are to specify the tasks; generalization; interdisciplinary coordination; selection of options based on their comparative assessment; differentiation and individualization of the educational process; humanization. The principle of emotionality of the pedagogical process will help to intensify the activities of both students and teachers, remove psychological barriers, stimulate cognitive processes, etc., which will significantly increase the efficiency of the process of formation of the studied education and will help future teachers of art to communicate effectively with students. Keywords: principles; readiness, professional and creative self-realization; artistic and pedagogical activity; professional training; future teachers of fine arts; fine arts; institution of higher education.

scholarly journals Pedagogical modeling of training teachers for working with gifted children

2021 ◽  
Vol 117 ◽  
pp. 06007
Author(s):  
E.L. Fedotova ◽  
E.A. Nikitina ◽  
A.S. Seredkina ◽  
L.V. Garashchenko ◽  
A.V. Kazorina
Keyword(s):  
General Education ◽  
Professional Training ◽  
Modern Society ◽  
Educational Process ◽  
Gifted Children ◽  
Future Teachers ◽  
Criteria And Indicators ◽  
The University ◽  
Additional Education ◽  
New Generation

The article deals with the issues of organizing the professional development of future teachers in basic general education and the system of additional education and the process of assisting gifted children and providing them with psychological and pedagogical support. The authors note that the quality of giftedness is most in-demand in modern society. At the same time, the question arises about the criteria and indicators of the formation of professional readiness to work with gifted children among student pedagogues. The analysis of publications on the training of future teachers makes it possible to discover that today there is a functioning system for identifying and supporting gifted children but not all specialists who ensure the implementation of the educational process in educational institutions are fully prepared to solve the assigned tasks that satisfy social and government needs. Therefore, the authors believe that one must carry out a set of measures that contribute to an efficient increase in the level of competence and professional skills of student pedagogues in the process of preparing future teachers for working with gifted children. The measures are based on a study of the experience of Russian and foreign specialists in the field of psychology and pedagogy that reflects the system of organizing education for young specialists at the university. The vector identified in the study in modeling the concept of professional training of students, and the certainty in the criteria and indicators that make up the readiness, the structural content of the development of readiness in future teachers, aimed at identifying and supporting gifted children. The authors identify broad prospects for the development of a new generation of professional training programs for student pedagogues, which are widely in demand in the context of the development of modern society.

scholarly journals ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ ФІЛОЛОГІЧНИХ СПЕЦІАЛЬНОСТЕЙ У СЕРЕДОВИЩІ ВЕБ-ОРІЄНТОВАНИХ СИСТЕМ НАВЧАННЯ

2015 ◽  
Vol 49 (5) ◽  
pp. 152
Author(s):  
Olga O. Kyshynska ◽  
Khrystyna V. Sereda
Keyword(s):  
Professional Training ◽  
Positive Influence ◽  
Future Teachers ◽  
Foreign Experience ◽  
Training Course ◽  
Computer Aided ◽  
Educational Establishment ◽  
Higher Educational ◽  
The Web ◽  
Oriented System

Foreign experience of the usage of learning web-oriented systems proves their efficiency and quality in the process of teaching, their positive influence on teacher’s pedagogical activity. The key condition of research is professional training of future teachers of philological specialties in the environment of the web-oriented system of education in higher educational establishment. For the improvement of the use and introduction of the learning web-oriented system in pedagogical activity of future teachers of philological specialties it is offered the introduction of the training course on the computer-aided translation of professional foreign texts.

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