scholarly journals PEDAGOGICAL PROCEDURES FOR THE FORMATION OF INTELLECTUAL AND WILL RESPONSIBILITIES IN THE DEVELOPMENT OF ANTIFRUSTRATION SKILLS IN FUTURE SCIENCE TEACHERS

2021 ◽  
Vol 02 (06) ◽  
pp. 27-31
Author(s):  
Dilora Aliyevna Jarqinova ◽  
Keyword(s):  
Empirical Analysis ◽  
Science Teachers ◽  
Future Science

The article provides insights into the effectiveness of the formation of intellectual and volitional traits in the development of antifrustration skills in future science teachers. An empirical analysis of the author’s research is also presented.

FUTURE SCIENCE TEACHERS’ AWARENESS OF STEM

2020 ◽  
pp. 93-98
Author(s):  
KÖKSAL ELA AYŞE ◽  
D.A. SADYKOVA ◽  
INAN SURYE
Keyword(s):  
Science Teachers ◽  
Future Science

scholarly journals The digitalization of training of bachelors - the future science teachers

2020 ◽  
Vol 915 ◽  
pp. 012018
Author(s):  
S I Gilmanshina ◽  
I R Gilmanshin ◽  
A I Galeeva ◽  
G M Abyzbekova
Keyword(s):  
Science Teachers ◽  
Future Science ◽  
The Future

scholarly journals THE IMPACT OF EMERGENCY REMOTE TEACHING ON SCIENCE PRE-SERVICE TEACHERS AT THE WEST UNIVERSITY OF TIMIȘOARA

2020 ◽  
Vol LXVIII (2) ◽  
pp. 7-30
Author(s):  
Dana Crăciun
Keyword(s):  
Teacher Training ◽  
Science Teachers ◽  
Learning Assessment ◽  
The West ◽  
Health Crisis ◽  
Creative Solutions ◽  
Future Science ◽  
Teaching Learning ◽  
The Impact ◽  
Assessment Activities

According to the UNESCO reports, the health crisis caused by SARS-COV-2 affected more than 1.7 billion students from around 150 countries worldwide this past spring. Teachers at all levels of education were forced to switch to digital resources and tools and were required to transition and adapt promptly to remote teaching. This transition took place also within the Teacher Training Department at the West University of Timisoara. Teachers together with their students had to find pragmatic, technology-based, creative solutions that would allow them to carry out the remote teaching, learning and assessment activities at a level that would ensure the development of the desired skills and the achievement of the desired learning outcomes. This paper explores the way in which the teaching, learning, and assessment activities have been adapted for emergency remote teaching at the West University of Timisoara. We focus on the first and second levels of the Teacher Training Program offered to future science teachers at this university. We present the adopted strategies, communication tools, and the applications used to deliver the proposed teaching, learning, and assessment activities. Furthermore, we identify the most common technological and pedagogical difficulties encountered throughout these activities, as well as the future science teachers’ concerns regarding the transition to remote teaching. We conclude that the health crisis has had both negative and positive influences on the training process of future science teachers at the West University of Timisoara, providing a unique opportunity that allowed both teachers and their students to jointly discover effective remote teaching-learning-assessment approaches.

scholarly journals The problem of training future teachers of Natural Sciences: analytical review

2019 ◽  
pp. 126-133
Author(s):  
Nadiia Gramatik
Keyword(s):  
Science Teachers ◽  
Professional Training ◽  
Biology Education ◽  
Natural Sciences ◽  
Educational Process ◽  
Educational Activity ◽  
Future Teachers ◽  
Future Science ◽  
The Future ◽  
Biological Education

The reforming of school natural science education is part of the process aimed at updating educational systems, which has a general European tendency. The content orientation of the field representing natural sciences of general secondary education towards the formation of core competences and effective mechanisms of their introduction causes intensive changes in the training process intended for the future science teachers of the new formation. The component of natural education is biological education which is realized by studying Biology as a school course. Since natural knowledge in the process of external interaction purposefully influence the formation of schoolchildren’s natural outlook, this is the social order that determines the content of biological education and the potential within the education of a certain type of personality. Therefore, the new formats of biological education in the context of the New Ukrainian School are aimed at forming schoolchildren’s motivation for educational and cognitive activities, life competencies, and an active life position. The driving force facilitating the realization of innovations in biological education is a competent teacher as a subject of an innovative educational activity. In this case, the priority way in the professional training of future science teachers is the shift of emphasis from the amount of knowledge to the development of pedagogical interaction skills. This is the ability of the future specialist to work in a team, to negotiate, to make prudent decisions that makes him / her competitive. The basic condition for such an activity is the professional potential of the future teacher which manifests itself in his / her readiness for creative interaction with schoolchildren. The transfer of the study of Biology into the plane of the competence-based educational environment focuses educators’ attention on the person-centred approach to learning. The relationship between the teacher and the schoolchildren should be collaborative, in the course of which schoolchildren become not only the objects of influence, but also become participants of a joint activity. According to these approaches to teaching Biology, the interaction of the subjects of the educational process acquires organized forms of cooperation, the specific characteristic of which is the complementarity of the schoolchild and the teacher. The obviousness of the dialogical educational interaction contributes to the introduction of the elements of teachers’ / students’ creativity into the pedagogical process and motivates them to intellectual growth. Subjectivity as a paradigmatic feature of biology education lies in the pedagogical position of the teacher, since it is profession-oriented and determines the personalization of pedagogical interaction. Therefore, the subjective factor of the pedagogical activity of future teachers of natural sciences becomes a kind of trajectory of self-development and self-affirmation. Keywords: subject, competence-oriented teacher, pedagogical interaction, person-oriented environment, pedagogical communication.

scholarly journals História da ciência e ensino socioculturalmente contextualizado: o que pensam os futuros professores de Ciências? (p. 119-137)

2017 ◽  
Author(s):  
Leonardo André Testoni ◽  
Hélio Elael Bonini Viana
Keyword(s):  
History Of Science ◽  
Content Knowledge ◽  
Science Teachers ◽  
Public University ◽  
Point Of View ◽  
Initial Training ◽  
Pedagogical Content ◽  
Future Science ◽  
History Of ◽  
History Of Sciences

O presente artigo busca explorar a proposta de articulação entre a inserção da história da ciência (HC) no ensino e o desenvolvimento de conhecimentos pedagógicos de conteúdo (PCK) por parte de futuros professores de Ciências em sua formação inicial. O desenvolvimento do PCK, de acordo com o modelo adotado neste artigo, busca articular as dimensões do conteúdo, pedagógicas e contextuais do tópico a ser ensinado, procurando, dessa forma, um recorte fundamentado e coerente do conhecimento a ser abordado, contextualizando-o, além de elencar estratégias pedagógicas adequadas, sempre se levando em consideração o entorno cultural contextual em que a intervenção didática será realizada. Nessa linha, a HC apresenta características peculiares que, inseridas no ambiente educacional, podem favorecer o desenvolvimento dos componentes do PCK, originando um saber mais profundo e sólido, possibilitando o desenvolvimento profissional do futuro professor de Ciências. Do ponto de vista metodológico, analisaram-se os conhecimentos de conteúdo e pedagógicos desenvolvidos por graduandos que iniciavam a licenciatura em Ciências em uma universidade pública brasileira. Por meio da análise do conteúdo produzido por eles, foi possível identificar elementos que remetem a seus PCK, quando do planejamento de aulas que utilizavam a HC.Palavras-chave: Significância dos conteúdos. História da ciência. Formação docente. Contexto cultural.AbstractThis article seeks to explore the proposal for coordination between the insertion of the History of Science in teaching and the development of Pedagogical Content Knowledge (PCK) by future science teachers in their initial training. The development of PCK, according to the model adopted in this work seeks to articulate the dimensions of content, pedagogical and contextual topic being taught, seeking thus a cut reasons and consistent knowledge to be addressed, as well as to list strategies pedagogical appropriate, always taking into account the contextual cultural environment where didactic intervention will take place. Along these lines, the History of Science (HC) has peculiar characteristics, which inserted in the educational environment, may favor the development of PCK components, resulting in a deeper knowledge and solid, enabling the professional development of future science teacher. From a methodological point of view, it was tried to analyze the knowledge and pedagogical content developed by undergraduates who started the course of Sciences in a Brazilian public university. By analyzing the content produced by them, it was possible to identify elements that refer to their PCK when planning classes that used the HC.Keywords: Significance of contents. History of Sciences. Teacher training. Cultural context.ResumenEste artículo trata de explorar la relación propuesta entre la inserción de la Historia de la Ciencia en la enseñanza y el desarrollo de contenido pedagógico del conocimiento (PCK) por futuros profesores de ciencias en su formación inicial. El desarrollo de PCK, de acuerdo con el modelo adoptado en este trabajo busca articular las dimensiones de contenido, tema pedagógico y contextual que se enseña, buscando así un corte razonada y coherente de conocimientos que deben abordarse, contextualizandose, así como a la lista de estrategias de enseñanza apropiadas, siempre teniendo en cuenta el entorno cultural del contexto en que se llevará a cabo la intervención didáctica. En esta línea, la Historia de la Ciencia (HC) tiene características únicas, que insertan en el ámbito educativo, puede favorecer el desarrollo de los componentes del PCK, lo que resulta en una más profunda y sólida, lo que permite el desarrollo profesional del futuro profesor de ciencias. Desde un punto de vista metodológico, hemos tratado de analizar el conocimiento y el contenido pedagógico desarrollado por los estudiantes que iniciaron la Licenciatura en Ciencias en una universidad pública brasileña. A través del análisis de los contenidos producidos por ellos, fue posible identificar los elementos que hacen referencia a su PCK en la planificación de lecciones que utilizaron el HC.Palabras clave: Importancia de los contenidos. Historia de la Ciencia. la formación del profesorado. contexto cultural.

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