scholarly journals TRAINING PEDAGOGICAL STUDENTS FOR TEACHING SPEECH ETIQUETTE TO PUPILS

2020 ◽  
pp. 67-72
Author(s):  
A. F. Matuszak ◽  
N. Ye. Pochitalkina ◽  
D. S. Bespalova
Keyword(s):  
Extracurricular Activities ◽  
System Approach ◽  
Teaching Practice ◽  
Practical Experience ◽  
Practical Significance ◽  
Future Teachers ◽  
Personal Qualities ◽  
Multi Level ◽  
Teachers Training ◽  
Working Out

The aim of the article is to study the problem of training students for teaching speech etiquette to pupils in linguistic subjects. The research ob-ejectives are studying the concept of speech etiquette, analyzing its structure, developing direction soft raining pedagogical students for teaching speech etiquette. The research is based on a multi-level methodology, which includes the following scientific approaches: system approach, axiological and personality-oriented approaches. The main results in visage clarifying the concept of etiquette in the didactic aspect, studying the structure of students' readiness in the field of etiquette, and investigating the process of future teachers training for teaching etiquette to pupils. The conclusions of the article contain the description of the readiness structure, which includes knowledge of speech etiquette rules, the skills of using basic etiquette expressions, the student’s personal qualities (tolerance of a different opinion, politeness); as well as the content of training pedagogical students, realized via a system of classes, extracurricular activities, teaching practice. The originality and significance of the data obtained lies in the development of a holistic system of training students for teaching speech etiquette to pupils in the linguistic subjects. The practical significance of the research implies that practical experience to train students for teaching speech etiquette to pupils has been suggested in the paper on the example of linguistic subjects. The direction of further research: further research of the problem might be done by means of integrating academic subjects, working out optional courses on the issue in question.

scholarly journals Development of ethno-environmental culture among future teachers

2021 ◽  
Vol 3 (4) ◽  
pp. 62-68
Author(s):  
Inessa Yurievna Arestova ◽  
Marina Yurevna Kupriyanova ◽  
Evgeniya Gennadevna Sharonova
Keyword(s):  
Extracurricular Activities ◽  
Cultural Practice ◽  
Academic Program ◽  
Environmental Research ◽  
Future Teachers ◽  
Cultural Experience ◽  
Environmental Component ◽  
The Subject ◽  
Teachers Training ◽  
Theoretical Overview

The article offers a brief analysis of implementation of ethno-environmental component in academic subjects included in basic academic program "teachers’ training" with two training profiles "Biology and Chemistry" and "Biology and Geography". The subject matter of the article is the curriculum and extracurricular activities that are relative to ethnocultural features. The article is a theoretical overview of Russian and foreign literature on the considered topic. The analysis of the curriculum and extracurricular activities was carried out with the sue of applied examination method. It is concluded that ethno-environmental education of future biology, chemistry and geography teachers is facilitated with a range of conditions developed in the Faculty of Science Education, which include: disciplines of subject-methodical unit aimed on development of environmental thinking, based on ethno-cultural experience of Chuvash; curricular and extracurricular activities aimed on activation of their ecological and ethno-cultural practice. The main forms of upbringing the ethno-environmental culture of future teachers are as follows: master classes in ethno-environmental research; round tables devoted to ethnocultural information about toponyms; ethno-environmental seminars on the problems of protected areas of Chuvashia, etc.

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 THE FORMATION OF THE METHODOLOGICAL COMPETENCE OF FUTURE TEACHERS BY MEANS OF PEDAGOGICAL PRACTICE

2019 ◽  
pp. 41-47
Author(s):  
О. Plakhotnik ◽  
A. Kondratiuk
Keyword(s):  
Empirical Study ◽  
Practical Experience ◽  
Training And Development ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Key Competencies ◽  
Teachers Training ◽  
Relationship Of ◽  
The Relationship ◽  
Experimental Group

The article reveals pedagogical practice as an important component of the formation of the methodological competence of future teachers. Methodological competence as an important tool for the teacher training is examined in the relationship of its structural components. It has been shown that among all key competencies for future teachers training the mastering the methodical competence means of pedagogical practice is absolutely important since it reflects the ability of future teachers to effectively engage in educational activities, to creatively implement the acquired theoretical and practical experience involving effective technology training and development. The article reveals the results of an empirical study aimed at revealing the dynamics of the formation of key competencies in the context of early professionalization. The lack of methodological competence as a new integrative personality issue of future teachers is assumed to become a barrier in the situation of the fulfilling professional tasks. The following methodologies were used in the empirical study: B.Dodonov's methodology "The Formula of Motivation"; the methodology of T. Dubovitska "The Level of Professional orientation". In order to study the personality-reflexive criterion as one of the components of the methodological competence of future teachers, the methodology of A. Lazukin and N. Kalin "Creativity Manifestation" has been adapted and, moreover, the author's questionnaire has been used. The sample consisted of 111 teachers and 362 students, 186 students of which belonged to the experimental group (EG), and 176 – to the control one (CG).

scholarly journals Problems of Out-of-Class Work of Future Teachers When Passing Pedagogical Practice

2021 ◽  
Vol 7 (9) ◽  
pp. 581-585
Author(s):  
M. Anarbekova
Keyword(s):  
Extracurricular Activities ◽  
Teaching Practice ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Methodological Problems ◽  
Work Programs

This article examines the methodological problems of the extracurricular work of future teachers in the course of teaching practice. In many work programs and programs of pedagogical practices of higher pedagogical educational institutions, for the purposes and tasks of practice, due importance is not attached to the performance of extracurricular activities by trainees. Along with the need to perform extracurricular work during the course of the internship, a recommendation is given to especially evaluate the extracurricular work of the trainee.

scholarly journals FACTORS OF PREPARATION OF FUTURE TEACHERS FOR THE MANIFESTATION OF PEDAGOGICAL CARE IN THE PROCESS OF THEIR PROFESSIONAL ACTIVITIES

2020 ◽  
pp. 243-250
Author(s):  
Владимир Владимирович Володин
Keyword(s):  
Subjective Experience ◽  
Cognitive Activity ◽  
Practical Experience ◽  
Educational Process ◽  
Practical Significance ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
Pedagogical Research ◽  
The Individual

Определяются и теоретически обосновываются факторы подготовки студентов педагогического вуза к проявлению заботы в процессе их будущей профессиональной деятельности. Процесс подготовки будущих учителей к проявлению заботы включает в себя внутренние и внешие факторы. Внутренние факторы связаны с личностными особенностями и субъектным опытом студентов-педагогов, внешние – с содержанием и организацией образовательного процесса в вузе. Обусловлена необходимость определения теоретико-методологических основ подготовки будущих учителей к проявлению заботы, интерпретация которой затрагивает этические, онтологические и экзистенциальные аспекты. Практическая значимость исследования заключается в том, что определенные факторы, с одной стороны, могут выступать в качестве методологической основы для построения современных педагогических исследований, а с другой – быть включены в практику современного образования в высшей школе. В статье использованы аналитический и синтетический методы исследования. The article defines and theoretically substantiates the factors of preparation of students of a pedagogical University to show care in the process of their future professional activity. As a result, it is determined that the process of preparing future teachers for caring includes internal and external factors, namely: the personal meaning of the knowledge acquired by students and the practical experience of humane interaction; the subjective experience of the individual; social and cognitive activity of students; the content of education, which includes knowledge of existential philosophy, humanistic pedagogy and psychology; organization of the educational process that models the social and subject content of future professional activities; creation of dialogical interaction between teachers and students. The relevance of the research is primarily due to the need to determine the theoretical and methodological foundations of training future teachers to show care, the interpretation of which affects ethical, ontological and existential aspects. The practical significance of the research lies in the fact that certain factors, on the one hand, can act as a methodological basis for building modern pedagogical research, and on the other hand, can be included in the practice of modern education in higher education. The article uses analytical and synthetic research methods.

scholarly journals New pedagogical reality: challenges and answers

2021 ◽  
Vol 101 ◽  
pp. 03003
Author(s):  
Yuliya Drobotenko ◽  
Natalia Makarova ◽  
Nadezhda Chekaleva
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Educational Process ◽  
Practical Significance ◽  
Future Teachers ◽  
Training Materials ◽  
Basic Functions ◽  
The University ◽  
The Impact

The relevance of the research is expressed in the study of the impact of changes in society on pedagogical reality and in determining the directions of its transformation. The purpose of the paper is to identify the professional challenges of the teaching profession and to substantiate the need to revise the basic functions of teaching activities. The research methods are: theoretical analysis of factors influencing the teaching profession; synthesis and interpretation of data on the characteristics of the activities of the subjects of the educational process, difficulties, and opportunities of pedagogical interaction. The result of the research is revealed in the substantiation of the provisions on advanced professional training of future teachers at the university, the formation of their pedagogical picture of the world. The conclusion about the need for future teachers to master the norms of the pedagogical ethos has been made, and the stages of this process have been provided. The scientific novelty of the research lies in the enrichment of the theory of pedagogy with knowledge about the value foundations and the content of pedagogical activity in a society of high modernity; new functions of pedagogical activity; features of the development of teaching practice. The practical significance is seen in the possibility of using the paper materials for further research; studying the processes of teaching, upbringing and development in new conditions; development of training materials for university students and students of advanced training courses.

scholarly journals ORGANIZATION OF EXTRACURRICULAR WORK OF FUTURE TEACHERS OF MATHEMATICS IN THE GEOGEBRA ENVIRONMENT

2021 ◽  
pp. 68-73
Author(s):  
Pikalova V.V.
Keyword(s):  
Extracurricular Activities ◽  
Research Problem ◽  
Practical Experience ◽  
Popular Science ◽  
Further Education ◽  
Future Teachers ◽  
Basic Principles ◽  
Systematic Analysis ◽  
And Mathematics ◽  
Environment Modelling

The practical experience of organizing and conducting a discussion club “Science around us” as one of the effective forms of organizing extracurricular work of students is analyzed. For the competent conduct of the discussion club, a certain stage of holding meetings and preparation for them is determined, which is of a recommendatory nature. Taking the proposed scheme as a guide, you can understand the basic principles of working with a group, the emphasis and priority of stages.Purpose – to highlight the peculiarities of the organization of extracurricular work of students within the discussion club “Science around us”.Methods. The following research methods are used in the article: systematic analysis of psychological-pedagogical and scientific literature, information sources on the research problem; synthesis and generalization of theoretical positions, which were revealed in the analyzed literature; generalization of own pedagogical experience, and also the analysis of practical experience concerning the organization and carrying out of discussion club.Results. The article analyzes the scientific, psychological and pedagogical sources to reveal the essence of the concept of “extracurricular activities” of students. It is established that “extracurricular work” is a specially organized, purposeful event to deepen and expand knowledge, the formation of scientific interests, a variety of skills and abilities of students. The practical experience in organizing extracurricular work of students in GeoGebra on the basis of the organized discussion club “Science around us”, which is implemented at the Department of Informatics of Kharkiv National Pedagogical University named after G.S. Skovoroda, is highlighted. Popular science and physics and mathematics, modelling and research of models based on the principle “I – You – We”, which is proposed and this principle is revealed.Conclusions. Considering the introduction of such a form of organization of extracurricular activities as a discussion club, it is investigated that the introduction of this form of education contributes to the formation of the desire for further education and self-improvement of future teachers of mathematics.Key words: extracurricular work of students, GeoGebra environment, modelling, discussion club. Проаналізовано практичний досвід організації та проведення дискусійного клубу «Наука навколо нас» як однієї з ефективних форм організації позааудиторної роботи студентів. Для грамотного про-ведення дискусійного клубу визначена певна етапність проведення засідань та підготовки до них, яка носить рекомендаційний характер. Беручи запропоновану схему як орієнтир, можна зрозуміти основні принципи роботи з групою, розстановку акцентів та пріоритетність етапів.Мета – висвітлити особливості організації позааудиторної роботи студентів у межах дискусійного клубу «Наука навколо нас».Методи. У статті застосовано такі методи дослідження, як: системний аналіз психолого-педагогіч-ної та наукової літератури, інформаційних джерел з проблеми дослідження; синтез та узагальнення теоретичних положень, які було розкрито у проаналізованій літературі; узагальнення власного педаго-гічного досвіду, а також аналіз практичного досвіду щодо організації й проведення дискусійного клубу.Результати. У статті здійснено аналіз наукових та психолого-педагогічних джерел для розкрит-тя сутності поняття «позааудиторна робота» студентів. Встановлено, що позааудиторна робота – це спеціально організований, цілеспрямований захід з метою поглиблення та розширення знань, фор-мування наукових інтересів, різноманітних умінь і навичок студентів. Висвітлено практичний дос-від з організації позааудиторної роботи студентіву середовищі GeoGebra на базі організованого дискусійного клубу «Наука навколо нас», який реалізовано на кафедрі інформатики Харківського національного педагогічного університету імені Г.С.Сковороди. Висвітлено особливості організації позааудиторної роботи, які полягають у виокремлених специфічних напрямах: науково-популярно-му та фізико-математичному. Запропоновано проведення моделювання та дослідження моделей за принципом «Я – Ти – Ми» і розкрито такий принцип. Запропоновані етапи організації позааудитор-ної роботи студентів (цілепокладання, планування, реалізація, рефлексія). Наведено приклад роботи дискусійного клубу.Висновки. Розглядаючи питання запровадження такої форми організації позааудиторної діяльності, як дискусійний клуб, досліджено, що запровадження такої форми навчання сприяє формуванню праг-нення до отримання подальшої освіти та самовдосконалення майбутніх учителів математики.Ключові слова: позааудиторна робота студентів, середовище GeoGebra, моделювання, дискусійний клуб.

scholarly journals LEADING TRENDS OF TRAINING OF TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE (MID-50S OF THE XX CENTURY)

2020 ◽  
pp. 16-21
Author(s):  
Pasichnyk L.V.
Keyword(s):  
Twentieth Century ◽  
Extracurricular Activities ◽  
Career Guidance ◽  
Well Being ◽  
Practical Experience ◽  
Educational Process ◽  
Practical Training ◽  
Highly Qualified ◽  
Future Teachers ◽  
Language And Literature

У статті констатоване виключне значення надбань української вищої педагогічної школи для підго-товки сучасного вчителя, зокрема української мови та літератури. Констатовано, що проблема підго-товки вчителів української мови і літератури масштабно представлена у вітчизняному педагогічному дискурсі, втім ці роботи переважно спрямовані на вивчення та узагальнення досвіду підготовки май-бутніх учителів української мови і літератури шляхом формування та/чи розвитку у них відповідних професійних/фахових компетентностей.З огляду на праці вітчизняних учених та документальні джерела нормативно-правового характеру здійснено спробу узагальнення практичного досвіду діяльності закладів педагогічної освіти у 50-тірр. ХХст . Вибраний часовий проміжок (середина 50-хрр. ХХст.), на думку автора, характеризується фор-муванням низки освітніх тенденцій, які мали визначальне значення для розвитку вищої педагогічної освіти в аспекті підготовки вчителя української мови та літератури. Виявлені тенденції оцінені як нега-тивні та позитивні.До негативних тенденцій минулого віднесено тотальну ідеологізацію освітнього процесу, жорсткий контроль за навчанням та ідейним вихованням студентства; нехтування українським культурним над-банням. Проте відзначено, що загалом у педагогічній освіті формувалися і позитивні тенденції, серед яких:увага до профорієнтаційної роботи із залученням молоді до педагогічних закладів освіти; бороть-ба за студентський контингент (хоча засоби цієї боротьби були відповідні часу); посилення уваги до практичної підготовки майбутнього вчителя та формування його готовності до позашкільної роботи із вибраної спеціалізації; уважне ставлення до методичного забезпечення освітнього процесу та праг-нення залучити до нього кращих викладачів. І, безсумнівно, позитивною була турбота держави про матеріальний добробут студентства, його харчування та медичне обслуговування тощо. Автором під-креслено, що позитивні тенденції мали загальний характер, підготовка висококваліфікованих учителів української мови та літератури в Україні середини 50-х рр. ХХст. не входила до пріоритетних завдань радянської системи вищої педагогічної освіти. The article states the exceptional importance of the achievements of the Ukrainian higher pedagogical school for the training of modern teachers, in particular the Ukrainian language and literature. It is stated that the problem of training teachers of Ukrainian language and literature is widely represented in the domestic pedagogical discourse, but these works are mainly aimed at studying and generalizing the experience of training future teachers of Ukrainian language and literature by forming and/or developing relevant professional/professional competencies.Given the work of domestic scientists and documentary sources of normative and legal nature, an attempt was made to generalize the practical experience of pedagogical education institutions in the 50s of the twentieth century. The chosen time period (mid-50s of the twentieth century), according to the author, is characterized by the formation of a number of educational trends that were crucial for the development of higher pedagogical education in terms of teacher training in Ukrainian language and literature. The identified trends are assessed as negative and positive.The negative tendencies of the past include the total ideologization of the educational process, strict control over education and ideological education of students; neglect of Ukrainian cultural heritage. However, it was noted that in general in pedagogical education positive tendencies were formed, among which: attention to career guidance work with the involvement of young people in pedagogical educational institutions; struggle for the student contingent (although the means of this struggle were appropriate to the time); strengthening attention to the practical training of future teachers and the formation of his readiness for extracurricular activities in the chosen specialization; attentive attitude to the methodological support of the educational process and the desire to attract the best teachers. And, of course, the state’s concern for the material well-being of students, their food and medical care, etc., was positive. The author emphasizes that the positive trends were general in nature, the training of highly qualified teachers of Ukrainian language and literature in Ukraine in the mid-50s of the twentieth century was not one of the priorities of the Soviet system of higher pedagogical education.

scholarly journals PEDAGOGICAL PROMOTION OF PROFESSIONAL SELF-REALIZATION OF FUTURE TEACHERS OF PH ILOLOGICAL SPECIALITIES

2020 ◽  
Vol 2 ◽  
pp. 236
Author(s):  
Kateryna Poseletska ◽  
Olena Ihnatova ◽  
Olena Kochenko ◽  
Yana Hapchuk
Keyword(s):  
Vocational Training ◽  
Teaching Practice ◽  
Rapid Change ◽  
Practical Experience ◽  
Theoretical Research ◽  
Productive Activity ◽  
Future Teachers ◽  
Development Factor ◽  
Self Development ◽  
Professional Self

In the world of rapid change, the concept of professional self-realization is becoming an essential development factor for professionals. Modern teachers of philological specialties should be not only masters in their field who have indispensable professional and methodological competencies but also be ready to provide all necessary services for the current generation, which agrees with the framework of the “New Ukrainian School”. To correspond to the above-mentioned standards, a philology teacher must strive for self-development and self-improvement. The readiness of future teachers for professional self-realization is an integrated quality manifested in independent productive activity aimed at personal self-development and self-improvement. Based on theoretical research and practical experience, we have determined pedagogical conditions for the formation of readiness of future teachers of philological specialties for professional self-realization: 1) ensuring readiness for the professional self-realization of future teachers of philological specialties based on the acknowledgement of career prospects; 2) actualization of the acmeological component of the vocational training of future philologists; 3) phased inclusion of future philologists into the practically focused activity during their teaching practice. The effectiveness of these pedagogical conditions has been examined through carrying out the pedagogical experiment and a set of questionnaires and tests to define the level of readiness for professional self-realization. As a result, we have developed a system of practical classes “I am a future professional” and corrective tutorials with future teachers of philological specialties and developed common psychological and pedagogical guidelines for supervising teaching practice.  

METHODS OF NETWORK COMMUNICATIVE COMPETENCE DEVELOPING WHEN PREPARING FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES IN THE ELECTRONIC EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 22 (12) ◽  
pp. 21-27
Author(s):  
Kostikova N.A.
Keyword(s):  
Teaching Practice ◽  
Communicative Competence ◽  
Educational Environment ◽  
Learning Technologies ◽  
Future Teachers ◽  
Electronic Information ◽  
Professional Activities ◽  
E Learning ◽  
Selection Of

Currently, in the context of the widespread use of e-learning technologies and distance educational technologies, it is necessary to train future teachers, taking into account the peculiarities of solving professional problems in an electronic information and educational environment, to develop students' relevant competencies, including network communicative competence. Despite the large number of studies devoted to the communicative aspect of the teacher's activities, the problem of the formation of network communicative competence in the electronic information and educational environment has not been sufficiently studied. Based on the analysis of scientific literature, the results of the questionnaire survey of students, some methods of forming network communicative competence in future teachers in the study of various disciplines, in the course of teaching practice, and scientific research are proposed. The analysis of the conditions and factors that determine the choice of methods for the formation of the specified competence has been carried out. These factors are associated with the teachers' perception of the peculiarities of communication in the electronic information and educational environment, the didactic and communicative potential of resources and tools of the electronic information and educational environment, the choice of methods and technologies for organizing interaction, the selection of educational material that allows the development of components of network communicative competence, the design of tasks and exercises for the development of network communicative competence, the choice of modes, schemes and forms of organization of interaction, the organization of feedback, control of the level of formation of the network communicative competence, the implementation of reflection. The formed network communicative competence will contribute to a more effective solution by the teacher of communicative tasks in the electronic information and educational environment, which will improve the quality of training of future teachers in the electronic information and educational environment.

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