scholarly journals PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS OF EMPLOYMENT EDUCATION AND TECHNOLOGIES IN HIGHER EDUCATION ABROAD

2020 ◽  
pp. 56-71
Author(s):  
Valentyna Benera ◽  
Tsisaruk
Keyword(s):  
Professional Development ◽  
Great Britain ◽  
Professional Preparation ◽  
Educational Process ◽  
Future Teachers ◽  
Labor Studies ◽  
Foreign Experience ◽  
Systemic Analysis ◽  
The Usa ◽  
High Level

Foreign experience of problem of professional development of future specialists is examined in the article, professional preparation of future teachers of labor studies and technologies is analyzed in particular. A study of scientific materials is undertaken in relation to experience of professional development of future teachers of technologies in countries, that is distinguished by the high level of pedagogical education, - to the USA, Great Britain and Poland. Exactly these countries on the draught of many years demonstrate the high indexes of quality education in relation to professional preparation of future teachers and them professional development in further pedagogical activity. The special attention is deserved by schools of professional development of teachers of technologies in the USA, that not only prepare future teachers but also care of professional development of practical teachers-workers, increase of level of their pedagogical activity. Also, it is marked in the article, that at higher school of Great Britain there is support of the state from development of technology, that shows up in providing of standards and software with the aim of realization of competence approach and professional self-development of future teachers and teachers that work. Different vector of forms of organization of educational process at higher school of Great Britain assist a free choice the student of certain form of studies or their combination, to academic mobility with taking into account of his inclinations and making and professional increase of the future specialist. On the basis of analysis of professional preparation at higher school of Poland investigational, that professional development of future specialist comes true through at level to the licentiate and master's degree studios and provided by configuration of approach of the systems from introduction of the Polish system of vocational orientation on studies on speciality to realization of practical preparation with introduction of the modern practice-oriented forms and methods of studies in the conditions of application of interactive technologies in the subject-subject interaction with the teacher of higher school and orientation on self-realization, achievement of success on the stage professional preparation and further professional to development. The results of logical-systemic analysis of scientifically-pedagogical literature in relation to professional development of future teachers of technologies in foreign countries allow to assert that scientists show the increase personal interest the problem of preparation of teachers in other countries. Keywords: professional development, future teacher of labor studies and technologies, specialist, professional preparation, foreign experience

scholarly journals Peculiarities of foreign experience of training of future teachers in the context of their professional formation

2020 ◽  
pp. 32-38
Author(s):  
V. Kaplinskyi ◽  
T. Belinska ◽  
A. Minenok
Keyword(s):  
Professional Development ◽  
The Netherlands ◽  
Personal Development ◽  
Professional Training ◽  
Future Teachers ◽  
Foreign Experience ◽  
Leading Role ◽  
Foreign Countries ◽  
The Rich ◽  
High Level

The process of professional development of a future teacher cannot be successfully carried out without its combination with advanced foreign technologies of professional training and their reflection in domestic state and regional programs of the development of pedagogical education. Progressive achievements of the foreign countries (Germany, France, Canada, Denmark, the Netherlands, Finland, etc.), which demonstrate a high level of professional training of teachers in accordance with world standards; preserve the rich historical traditions of education, which ensures their leading role in the scientific and educational field; have accumulated significant experience of training teachers in new socio-cultural conditions present particular interest. The professional training of future teachers in these countries is used as a flexible element of professional and personal development of a person throughout life. The article identifies the main trends in the training of future teachers in Germany, France, Canada, Denmark, the Netherlands, Finland and others in the context of their personal and professional development and its adaptation to the conditions of professional training of future teachers in the domestic educational space of higher education institutions. Foreign experience in the training of future teachers has opened up new opportunities to improve the system of professional development of future teachers in Ukraine.

scholarly journals THE PROBLEM OF PERSONAL ORIENTED TRAINING OF FUTURE TEACHER OF MATH FOR SELF-EDUCATION ACTIVITIES ІN HISTORICAL DEVELOPMENT OF PEDAGOGY

2016 ◽  
pp. 91-98
Author(s):  
Marharyta Artemchuk
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Professional Training ◽  
Practical Aspect ◽  
Cultural Development ◽  
Educational Process ◽  
Future Teachers ◽  
Theoretical Terms ◽  
Personal Support ◽  
Technology Professional

The article deals with the problem of personality-oriented training in the context of social and educational problems. The urgency of the organization of self- activity of the future teachers of mathematics is proved.The relevance of self education of future teachers of mathematics is enhanced due to the existence of contradictions between: social demand for higher teachers of mathematics, successful in professional and cultural development, keen in the theory and methodology of professional education “white spots” in terms of personal support of educational process in universities;awareness of the need to improve the quality of the educational process through the use of its ways and means of self education of future teachers of mathematics and lack of pedagogical theory relevant regulations;Interests of students for self-technology professional development and the lack of individually oriented methodological component.Personality-oriented training of future teachers for math self-education as a social and pedagogical problem is very relevant due to the present conditions of entry of Universities of Ukraine into the European educational space, taking into consideration both scientific and practical terms. The scientific aspect of relevance is directly linked with the development of the theory and methods of professional education, which is informal by its nature; it is directly related to updating the objectives and content of professional training of future teachers, based on its personal and humanizing orientation. The practical aspect relates to the problem tasks in the context of the transfer of educational policy into professional development track of an individual student.The results of our problem’s review in theoretical terms is fundamental and multifaceted. It explains the fundamental ties to comprehensive personal developmental paradigm reform of professional training of future teachers, it needs to update to the new legal foundation - the law of Ukraine on higher education. The major problem is to determine the mechanism of self-education of Mai RF mate; laws and principles of its implementation; development of classifications and methods; stimulating activity of students in learning math education, self education values means; justification of a model of self-education of future teachers, which reflects the leading cognitive links between it and their postgraduate training, update the conditions of efficiency of self-education activities.

scholarly journals The Model of Unification and the Model of Diversification of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

2016 ◽  
Vol 6 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Nataliya Mukan ◽  
Iryna Myskiv ◽  
Svitlana Kravets
Keyword(s):  
Professional Development ◽  
Great Britain ◽  
Public School ◽  
Professional Education ◽  
Continuing Professional Development ◽  
Public School Teachers ◽  
School Teachers ◽  
Systematic Analysis ◽  
Analysis And Synthesis ◽  
The Usa

Abstract In the article the theoretical framework of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives have been defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; presentation and characteristic of two models: the model of unification and the model of diversification of teachers’ professional development in the systems of continuing pedagogical education of Great Britain, Canada and the USA by the dominant traits. Their major components have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: content of public school teachers’ CPD (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD programs (C. Pratt); public school teachers’ CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, А. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

Variances in the development of justice: com parative analysis of the leading Western court systems

10.12737/5075 ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 48-53 ◽  
Author(s):  
Екатерина Наквакина ◽  
Yekatyerina Nakvakina
Keyword(s):  
Great Britain ◽  
Political Science ◽  
Comparative Law ◽  
Medieval History ◽  
Court System ◽  
Foreign Experience ◽  
Western Countries ◽  
The Usa ◽  
Comparative Political Science

The article deals with the problem of differences in the structure and functioning of court systems in the certain countries. Examples of these differences trace to the Ancient and Medieval history. Some model of explanation is proposed. Differences and interpretation of them are demonstrated concerning the contemporary court systems of the leading Western countries, including Great Britain, France, the USA, Germany, Scandinavian countries. The author concludes that reception of this or that foreign experience concerning Russian court system must be very carefully based upon full comparativist analysis touching not only comparative law, but comparative state studying and comparative political science.

scholarly journals Methodology of Comparative Analysis of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

2015 ◽  
Vol 5 (4) ◽  
pp. 39-45
Author(s):  
Nataliya Mukan ◽  
Svitlana Kravets
Keyword(s):  
Professional Development ◽  
Comparative Analysis ◽  
Great Britain ◽  
Public School ◽  
Professional Education ◽  
Research Methodology ◽  
Continuing Professional Development ◽  
Public School Teachers ◽  
School Teachers ◽  
The Usa

Abstract In the article the methodology of comparative analysis of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers’ CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.

scholarly journals The Concept of «Interactivity» Through the Prism of Pedagogical Education

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 182-192
Author(s):  
Marharyta Morozova ◽  
Keyword(s):  
Learning Process ◽  
Educational Process ◽  
Future Teacher ◽  
Interactive Methods ◽  
Future Teachers ◽  
Professional Activities ◽  
The Future ◽  
Entire History ◽  
High Level ◽  
Almost All

The article considers the genesis of the concept of «interactivity» in modern psychological, pedagogical and methodological research. It is determined that interactivity runs through the entire history of pedagogical education. The paper analyzes the concept of «interactivity» in pedagogy, methods of teaching foreign languages, programming, telecommunications, multimedia, design, cultural studies, literature, sociology. The purpose of the educational process is to prepare future teachers for professional activities in rapidly changing conditions, the formation of thinking as a factor in the formation of the modern personality of the future teacher and the introduction of democratic values in future teachers of the new generation. It is noted that the competence approach in the organization of the educational process requires the teacher to change the learning process: its structure, forms of organization of activities, the principles of interaction of subjects. It is established that in interactive learning the interaction of the teacher and the future teacher changes: the activity of the teacher gives way to the activity of future teachers, and the task of the teacher is to create conditions for their initiative. The learning process is organized in such a way that almost all its participants are involved in the process of cognition, they have an opportunity to understand and reflect on what they know and think. It is found that the peculiarity of interactive methods is the high level of mutually directed activity of the subjects of interaction, emotional, spiritual unity of the participants.

scholarly journals L. OROSHANSKY SCIENTIFIC AND PEDAGOGICAL SCHOOL OF ARTISTIC-LABOR TRAINING OF FUTURE TEACHERS OF LABOR EDUCATION AND TECHNOLOGIES

2018 ◽  
pp. 228-233
Author(s):  
P. ARTYUSHENKO
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teachers ◽  
Research Activity ◽  
Labor Education ◽  
State Pedagogical ◽  
Labor Training ◽  
Artistic Labor ◽  
High Level

The article describes L. Orshansky's scientific-pedagogical school (Drohobych State Pedagogical University named after Ivan Franko) as a unique collective of scientists, who fruitfully deals with the problems of artistic and labor training of future teachers of labor education and technologies. The activity of the scientific and pedagogical school is directed by professor L. Orshansky, a considerable experience of scientific and methodological work, which was acquired during the years of scientific and pedagogical activity, is organically combined with the purposefulness, perseverance, vision of the prospects of the development of the national system of general and higher education, readiness to realize the most important tasks of professional training modern competitive pedagogical staff, to lead a team of scientists, which is characterized by diligence, high level of intelligence, responsible u, demanding to themselves and others, perseverance in the realization of the goals and objectives set. Specificity of the scientific and pedagogical school is defined: the substantiation of the pedagogical system of training teachers of labor training and technologies in the specialty «Decorative and applied art» and its methodological support, the creation of appropriate algorithms of artistic and labor activities of students, development and implementation of the activities of the faculties of technologies of domestic pedagogical universities of a complex theme «Theoretical and methodical principles of designing innovative pedagogical systems of training specialists in the field of technological and professional education».The members of the scientific and pedagogical school have a high educational effect due to the consideration of the psychophysiological features of each student, his creative abilities and interest in learning, the use of new pedagogical technologies and the forms of organization of the educational process. It is under these pedagogical conditions that an independent, mobile and creative personality of the teacher of labor education and technology develops at the Ivan Franko Drohobych Pedagogical University, and the research activity of teachers has a powerful proactive effect.

scholarly journals FORMATION OF DIGITAL AND INNOVATIVE COMPETENCIES IN FUTURE TEACHERS OF PRIMARY SCHOOL USING TECHNIQUE EBRU

2021 ◽  
pp. 201-214
Author(s):  
Oleksandra Shkurenko ◽  
Olena Sakaljuk ◽  
Serhii Stetsyk
Keyword(s):  
Primary School ◽  
Educational Process ◽  
Innovative Activity ◽  
Creative Activity ◽  
Future Teachers ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Digital Competencies ◽  
High Level

The article contains a review of modern approaches to the formation of innovative and digital competencies of future primary school teachers; the essence of the concept of "innovative competence of a teacher" is revealed; the indicators of readiness of the future primary school teacher for introduction of innovations at school are defined, the classification of levels of innovative activity of future teachers is considered. The need for innovations in the activities of future primary school teachers is justified. This will lead to qualitative changes in the educational process in educational institutions, as well as the approximation of the results of their activities to the standards of the European educational space. The authors of the article pay attention to the description of digital competence of a teacher in accordance with the Education Development Concept and the European Framework of Reference on Digital Competence. It is stressed upon the importance of introducing scientific and technological, creative and informational innovations into the pedagogical process. It is forcasted the necessity of forming of primary school teachers' professional readiness for innovative activity. Optimal conditions for future teachers to search, to select and to use digital and innovative tools in the educational process are defined. The practical lesson helps: to form the knowledge of future primary school teachers about the technique of ebru as a technology of drawing on water; ability to formulate creative ideas; to develop artistic and technical talent, technical thinking in the process of creative activity, artistic perception (sense of colour, shape, emotional expressiveness of the object); ability to apply knowledge of ebru technology when planning their own professional activities. The lesson gives an opportunity to possess polytechnic skills as to organize the workplace, to plan the work process, to carry out technological operations using ICT tools to exchange messages and to organize cooperation in solving educational, research and practical tasks. The authors searched for and implemented the formation of digital and innovative competencies of primary school teachers the technique of drawing on the water ebru. Achieving a high level of future primary school teachers formation of innovative and digital competencies is possible when there are having the following qualities: high level of creativity, creative potential of teachers; the existence of professional and motivational readiness for innovation in education; performance of a set of educational tasks aimed at increasing the creative activity of students. The method of formation of innovative and digital competencies presented in the article can be adapted to the use of other technologies and techniques, such as origami, isothread, vapplique, embroidery, etc. Finding out the levels of awareness of students about the use of water painting techniques at the beginning and at the end of the lesson allow the authors to confirm the successful achievement of the purpose and objectives of the lesson.

scholarly journals Professionalization of university management in Poland

2020 ◽  
Vol 1 (35) ◽  
pp. 167-183
Author(s):  
Łukasz SUŁKOWSKI ◽  
Robert SELIGA ◽  
Piotr BUŁA ◽  
Katarzyna KOLASIŃSKA-MORAWSKA
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Great Britain ◽  
Strategic Management ◽  
Education Sector ◽  
University Management ◽  
Organizational Changes ◽  
Public And Private ◽  
The World ◽  
The Usa

The professionalization of university management takes place in many countries and is part of the transformation of the higher education sector. Professionalization of university management in the USA, Great Britain, many EU countries and other parts of the world includes the implementation of the concept of strategic management of public and private universities, as well as strengthening and improving the administration and professional development of managers in the higher education sector. The adoption of Law 2.0 creates an organizational space for the introduction of various management solutions. The basis of organizational changes is the increase in competition, diversity of the university's mission and internationalization. It can be argued that greater freedom in the application of various organizational solutions and increased competition will favor the professionalization of management. Numerous strategic, structural and managerial solutions will be tested at universities and adjusted to their needs.

scholarly journals Pedagogical reflection as a factor of professional development of future teachers of preschool education institutions

2019 ◽  
Vol 65 (2) ◽  
pp. 135-139
Author(s):  
Iryna Knyazheva
Keyword(s):  
Professional Development ◽  
Social Relations ◽  
Preschool Education ◽  
Educational Process ◽  
Preschool Age ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
The Future

Formation and development of pedagogical reflection in the process of professional development of the future teacher of preschool education institutions to the needs of societyto become creative, able to take personal responsibility not only for the results of their professional activities, for their physical, mental and social health, the formation of the life competence of children of preschool age, but also for their professional self-realization and self-training, the personality of the future professional. The solution of this problem allows us to form, disclose and realize the ability of the future teacher of preschool education to forecast, design, implement and analyze their professional and quasi-professional activities. Analysis of the scientific foundation has allowed, in the broadest terms, to characterize reflection as a mirror, research of the cognitive act, a source of special knowledge, when observation is directed to the internal actions of consciousness; as a person’s ability to self-analyze, understanding and rethinking their subject-social relations with the outside world and as a necessary component of the developed human intelligence. Pedagogical reflection in modern studies is understood as self-analysis by a teacher of his professional activity, behavior, personal and professional experience, is considered in the context of intellectual and communicative processes, and therefore, is characterized by a combination of knowledge, action and experience. They are characterized by specific features that allow to reveal certain aspects of the future teacher’s reflective activity, and at the same time are interrelated and interdependent. The article highlighted the criteria and described the levels of formation of pedagogical reflection of future teachers of preschool education institutions (reproductive, analytical, prognostic, philosophical and constructive) and gave them a qualitative characteristic. The article suggests the forms, means and methods of organizing the educational process of the institution of higher education, contributing to the formation and development of the abilities of the future teacher of the preschool education institution for pedagogical reflection.

Sign in / Sign up

Export Citation Format

Share Document