scholarly journals Knowledge of physiological and hygienic foundations of the effective organization of educational activities by school teachers

2020 ◽  
Vol 64 (4) ◽  
pp. 23-45
Author(s):  
L.V. Makarova ◽  
◽  
T.M. Paranicheva ◽  
G.N. Lukyanets ◽  
M.M. Bezrukikh ◽  
...  
Keyword(s):  
Educational Process ◽  
School Teachers ◽  
Educational Activities ◽  
Professional Activities ◽  
Effective Organization

The article presents the analysis of the knowledge of the physiological and hygienic foundations of the effective organization of the educational process by teachers and the assessment of teachers ' readiness for health-creating professional activities

scholarly journals MODERN MODEL OF PRACTICAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 21-27
Author(s):  
M. M. Mashovets ◽  
N. Golota ◽  
A. Karnaukhova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Training ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities

The task of vocational education at the present stage of development of society is to train competitive professionals with professional mobility, skills of rapid adaptation to changing conditions of society, methods of self-education, improving the quality of their own professional activities and its product. The article analyzes the modern model of practical training of teachers, namely: future educators of preschool education and primary school teachers in the educational process of the Pedagogical Institute of Borys Grinchenko Kyiv University. The current modernization of the domestic education system creates increased requirements for the quality of training of modern teachers, which is not only to modernize the content of profile-oriented disciplines, but also requires appropriate organization of various types of pedagogical practice. The authors investigate various aspects of training future teachers to carry out professional activities in preschool and primary schools. In particular, the activities of the Center for Self-Knowledge and Self-Development, the Center for Innovative Educational Technologies (ICR), the Educational Laboratory of Creative Pedagogy are substantiated, providing a combination of scientific achievements and practice in the educational process. It is in the process of training in these centers that students have the opportunity to model different components of future pedagogical activities and choose different ways to solve them given the proposed features of the pedagogical situation, which will further contribute to the formation of future teachers holistic perception of professional activity. all participants in the educational process, the ability to make independent decisions and respond quickly to the challenges of everyday teaching. The peculiarities of students’ work in the centers in classroom and extracurricular classes are revealed, in the process of which future preschool educators and primary school teachers have the opportunity to participate in interdisciplinary projects, trainings, master innovative and digital teaching tools. component of the educational process and ensures the competitiveness of young professionals. The article identifies tools for information and educational environment that should be used in working with students (STEAM-education, storytelling, kahoot, answergarden), which will promote the development of future teachers’ ability to self-presentation, the effective formation of their professional competence. Key words: preschool institution, general secondary education institution, model, practical training, pedagogical production practice, professional activity, students.

scholarly journals Increasing the practical significance of the Points, Badges, Leaderboards triad in the educational process

2021 ◽  
Author(s):  
С.Н. Панарина ◽  
А.В. Сапожникова ◽  
Н.Л. Яковлева
Keyword(s):  
Learning Process ◽  
Student Involvement ◽  
Educational Process ◽  
Practical Significance ◽  
Educational Activities ◽  
University Teachers ◽  
Professional Activities ◽  
The University ◽  
Goals And Objectives

Статья посвящена вопросам совершенствования игровых методик в образовательном процессе вуза. Актуальность исследования обусловлена необходимостью модернизации процесса обучения в соответствии с задачами цифровизации образования. Анализируются проблема и возможности использования компонент PBL(Points, Badges, Leaderboards) в образовательном процессе. Показано, что существующие механизмы применения указанных компонент не в полной мере отвечают целям и задачам внедрения геймификации как средства повышения мотивации в учебной деятельности. В связи с этим целью работы является разработка системных подходов и механик для повышения практической значимости и переосмысления элементов триады PBLв образовательном процессе вуза. Предложена модификация компонент PBL, позволяющая увеличить вовлеченность студентов в процесс обучения. Полученные результаты могут быть интересны преподавателям вузов, использующим в своей профессиональной деятельности игровые технологии. The article is devoted to the issues of enhancing game techniques in the educational process of the university. The relevance of the study is due to the need to modernize the learning process in accordance with the tasks of digitalization of education. The problem and possibilities of using PBL components (Points, Badges, Leaderboards) in the educational process are analyzed. It is shown that the existing mechanisms for using these components do not fully meet the goals and objectives of introducing gamification as a means of increasing motivation in educational activities. In this connection, the aim of the work is to develop systemic approaches and mechanics to increase the practical significance and rethink the elements of the PBL triad in the educational process of the university. A modification of the PBL components is proposed to increase student involvement in the learning process. The results obtained may be of interest to university teachers who use gaming technologies in their professional activities.

scholarly journals ENHANCING THE READYNESS OF FUTURE PRIMARY SCHOOL TEACHERS FOR EDUCATIONAL ACTIVITIES BASED ON THE COMPETENCE APPROACH

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Nadia Novoselska ◽  
◽  
Iryna Harechko ◽  
Keyword(s):  
Primary School ◽  
Pedagogical Knowledge ◽  
Educational Process ◽  
Primary School Teacher ◽  
Practical Training ◽  
School Teachers ◽  
Educational Work ◽  
Theoretical Understanding ◽  
Educational Activities ◽  
Primary School Teachers

The article considers preparation of future primary school teachers for educational work in the conditions of the new Ukrainian school based on the competence approach. It is proved that in the process of training future primary school teachers need to form a certain set of socio-personal, general cultural, general scientific, instrumental, professional competencies. The main ways to achieve this target are revealed. It is determined that the competence approach is a reflection of the requirements of society and the modern education system in the training of teachers who must not only have the necessary knowledge, skills and abilities, but also be able to constantly update them and have the ability to apply this knowledge to solve various situations. The success of the process of educating students depends on the professional competence and pedagogical skills of the teacher, because it is the primary school teacher who lays the foundations of the worldview and moral orientations of the student. Future teachers do not always understand the need for a holistic approach to the students in the educational process; they experience certain difficulties in the design and implementation of educational tasks. They are not able to achieve the general educational goals in specific pedagogical situations. One of the reasons for this situation is the inconsistency of theoretical and practical training of future primary school teachers to implement educational functions to the peculiarities of future professional activity, which requires them to master advanced pedagogical thought, humanistic ideas and modern pedagogical technologies, theoretical understanding of educational patterns. However, students’ attitude to the purposeful correlation of pedagogical knowledge with the real school reality, on the one hand, and the enrichment of the theoretical basis through independent practical activities on the other, do not arise spontaneously. It is necessary to stimulate them to realize the practical experience of educating younger students, to ensure the transmission of pedagogical knowledge to the level of their practical implementation. It is analyzed that the readiness of students for educational activities is determined by the introduction of new technologies in the practice of higher education institutions on the basis of the competence approach.

scholarly journals ASPECTS OF BIM-MANAGER TRAINING

2021 ◽  
pp. 118-131
Author(s):  
Oleksii Levchenko ◽  
Andrii Mykhailenko
Keyword(s):  
Staff Development ◽  
Professional Staff ◽  
Educational Process ◽  
Professional Activities ◽  
Construction Companies ◽  
Legislative Framework ◽  
Specialized Institutions ◽  
Effective Organization ◽  
Manager Training ◽  
A Company

The article demonstrates the timeliness of the emergence in Ukraine of new positions for higher / intermediate BIM qualification specialists at modern architectural offices and construction companies during design, construction, and operational stages of an architectural object. Attention is focused on the legislative framework for the development of interrelated (architectural and construction) specialties in Ukraine. At the same time, a shortage of personnel with deep knowledge of BIM technologies is noted. Development of specialized courses and curricula for training and integration of professional BIM managers in the design and development business throughout the country is encouraged. The hierarchy of the main responsibilities and functions of BIM managers determines the list of tasks and the direction of their professional activities. Engaging specialists from real design, leading specialized institutions, educational and experimental centers for the formation of an in-depth specialized training course for top-level specialists is proposed. For the preparation of BIM managers, the concept of a training program for senior years of a specialized university, a refresher courses or other postgraduate trainings in licensed training centers has been proposed. It includes training in project administration, setting up collaboration, an interdisciplinary system, checking the model’s quality, effective organization of BIM processes themselves and within a company, as a whole. A system of organizational, technical, methodological, software and other means of ensuring the educational process is considered. The stages and specifics of professional staff development, as well as preparation for the subsequent BIM certification, have been specified.

scholarly journals Monitoring the quality of the initial performance of the potential engineer-pedagogues as a pedagogical problem

2020 ◽  
pp. 45-65
Author(s):  
Roman Horbatiuk ◽  
Vitalii Kabak
Keyword(s):  
Academic Success ◽  
Professional Training ◽  
Process Development ◽  
Educational Process ◽  
Teaching Staff ◽  
Control Input ◽  
Educational Activities ◽  
Professional Activities

The article reveals the concept of the monitoring the quality of future engineer-pedagogues’ educational activities and outlines the approaches to its determination in the current studies on the basis of psychological and pedagogical literature analysis. The purpose of the article is to determine the essential characteristics of the concept of monitoring the quality of future engineer-pedagogues educational activities, its capabilities and areas of implementation in the process of their professional training. The research methods are analysis of psychological and pedagogical sources and results of scientific research, questionnaire, testing of academic success, observation, analysis of reporting documentation and statistical data of educational institutions. The results. The benefit of the study is that the notion of monitoring within the system of training the experts of engineering and pedagogical specialities has been defined as the process of continuous, scientifically justified, diagnostic and prognostic, targeted and activity-based supervision over the state and didactic process development of students in order to select optimal professionally-oriented tasks, means, and methods how the assignments are carried out. The authors analyze the principal stages of monitoring the quality of future engineer-pedagogues’ educational activities within the system of higher education by means of formation of students’ general and special (professional) competencies during acquiring a number of educational components oriented towards their further professional activities. The authors describe the key role of monitoring the quality of future engineer-pedagogues’ educational activities as an instrument used to obtain integral vision about the quality of training of students of engineering and pedagogical specialities and the necessity to perform such procedure systematically. The article presents the results of survey questionnaire designed for teachers and students about the types of control (input (preliminary), current, progress, and final) while monitoring the quality of future engineer-pedagogues’ educational activities. Conclusions. The main attention should be given to the necessity to provide flexible and variable forms, methods, and means of control while monitoring the quality of future engineer-pedagogues’ educational activities; to the role of teaching staff in this process, including stimulation, control and encouragement of students’ cognitive activities, contributing the individualization of educational process.

scholarly journals Experience in designing a system for monitoring and assessing the results of vocational education of a future educator at a university

2021 ◽  
Vol 101 ◽  
pp. 03022
Author(s):  
N.V. Abramovskikh ◽  
V.V. Abashina ◽  
V.L. Sinebryukhova ◽  
V.V. Tolmacheva ◽  
A.R. Filippova
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Educational Process ◽  
Assessment Tools ◽  
Design System ◽  
Educational Activities ◽  
Reflective Assessment ◽  
Supplementary Education ◽  
Professional Activities ◽  
Self Development

In the modern system of higher vocational education, special attention is paid to modernizing approaches to building the educational process, changing the system of monitoring and assessing the results of students' vocational training. Scholars and practitioners pay special attention to identifying opportunities for self-development of students, including within the framework of assessment activities [1, 2, 3, 4, 5]. At the same time, the emphasis is shifted to the need to choose assessment tools that contribute to the reflective assessment of students' achievements in educational activities, building their own educational route in mastering the necessary competencies. The paper shows the problematic nature of solving the problem under consideration in the direction of substantiating conceptual approaches to the organization of control as a function of managing the vocational training of future educators, choosing the forms and methods of monitoring and assessing educational activities. The purpose of the paper is to show conceptual approaches and their practical application in the organization of control and assessing the results of the educational activities of future educators. Based on the experience of their own professional activities in the preparation of future preschool teachers and supplementary education teachers, the authors have shown the design system of assessment tools, demonstrated conceptual approaches to solving this problem.

scholarly journals TEACHER’S COMPETITIVENESS AT DIFFERENT STAGES OF PROFESSIONAL DEVELOPMENT

2019 ◽  
Vol 7 (4) ◽  
pp. 1108-1119 ◽  
Author(s):  
Ewald F. Zeer ◽  
Vera S. Tretyakova ◽  
Irina A. Kurochina ◽  
Tatyana D. Bukovei ◽  
Tatyana V. Beresneva
Keyword(s):  
Effective Interaction ◽  
Preschool Education ◽  
Educational Process ◽  
Professional Activity ◽  
Educational Strategies ◽  
School Teachers ◽  
Level Of Education ◽  
Professional Activities ◽  
Education Leaders ◽  
The Individual

Purpose of the study: The research is aimed at determination of the competitiveness level of teachers with different experience in pedagogy and different level of education, and at establishing of a connection between content components of competitiveness and full teacher’s self-realization in his/her professional activity. Methodology: The main methods include experimental research which allows comprehensive analysis of the issue of pre-school teachers competitiveness improvement; theoretical and methodological analysis of the subject and the problem of the research that is based on the studying of scientific literature and its logical compilation; empirical methods (analyses of documents, testing), plus mathematical-statistical and interpretative methods. Results: The article presents the empirical research of the competitiveness of pre-school teachers and the system for improvement of their competitiveness. The adequacy of psycho-diagnostic methodologies for research of competitiveness levels of pre-school teachers is proved, the interconnection between the competitiveness level of teachers and various experiences of pedagogical activity and the level of education is established. Applications of this study: The results of the study will be useful for developing educational strategies in the preschool education system, they can help pre-school education leaders creating social-psychological-pedagogical conditions for the effective interaction of all subjects of the educational process as well as for the full realization of the individual in the modern educational process and improving individual efficiency. Novelty/Originality of this study: The results of the empirical study show that the applied set of psychodiagnostic methods turned out to be reliable and valid tools that ensured the goals achievement: the level of competitiveness of teachers with different lengths of pedagogical activity and level of education was determined, the relationship between the content components of competitiveness and full self-realization of a teacher in professional activities was determined based on prioritizing social and psycho-pedagogical characteristics of the person.

scholarly journals Sukcesy pedagogiczne w pracy współczesnego nauczyciela szkoły podstawowej

2021 ◽  
pp. 121-132
Author(s):  
Andrzej Mamroł ◽  
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Teachers ◽  
Educational Activities ◽  
Primary School Teachers ◽  
Appropriate Education

Obtaining appropriate education is necessary to take up the role of a teacher, but does not guarantee unconditional success in educational activities This article deals with the issue of the effectiveness of the work of a modern primary school teacher expressed in so-called pedagogical success. It highlights what successes are for modern teachers. What types of people can get this difficult job? Some features and attitudes of teachers determining the effectiveness of the implementation of the didactic and educational process were presented. In addition, primary school teachers’ opinions on pedagogical successes regarding their work at school were presented.

scholarly journals USING WEB QUEST TECHLOGIES IN FUTURE PRIMARY SCHOOL TEACHERS’ TRAINING

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Nina Rudenko ◽  
◽  
Denys Shyrokov ◽  
Keyword(s):  
Primary School ◽  
Teaching Method ◽  
Educational Institution ◽  
Educational Process ◽  
Innovative Technology ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
Level Of Training

The intensive development of educational technologies is presenting serious challenges to education in Ukraine, which requires to review educational content, forms, teaching methods and technologies for promoting pupils’ cognitive activities, increasing their motivation that enhance the development of professional and key life competencies, which enables to bring up a personality ready for independent creative professional activities. The main innovations in education are interactive technologies along with ICT, therefore there is an urgent need in training future primary school teachers in using those technologies, particularly in organizing educational web quest. The notion of quest, types of quests, quest technologies and the innovating teaching method such as web quest technology are analyzed in the article. The experience in using web quest technology in training future primary school teachers has been examined in Ukraine and other countries. In this work, the peculiarities of using web quest technology are considered and the necessity of using new approaches in training future primary school teachers is substantiated, the advantages of integrating modern internet technologies into educational process, the usage of web quests at lessons and during self-studying are described. The notion of web quest is clarified, its typology is given, as well as the possibilities of using this innovative technology in educational process in a higher educational institution is considered. In the article the practical usage of web quest on the platform Padlet is described, the peculiarities of organizing work based on web quest technology for a teacher and the requirements to a student’s level of training are given. Using web quest technology with the virtual interactive board Padlet in training future primary school teachers is quite an efficient way to develop theoretical and practical competencies of a specialist who will be able to plan their own professional activity and work in a team to achieve the set objectives.

scholarly journals COMPONENTS OF ICT COMPETENCE OF TEACHERS OF MATHEMATICS AND INFORMATICS

2019 ◽  
Vol 74 (6) ◽  
pp. 225-237
Author(s):  
Маріан Філаретович Бирка ◽  
Андрій Віталійович Сущенко ◽  
Тарас Олегович Лукашів
Keyword(s):  
Teaching And Learning ◽  
Personal Characteristics ◽  
Value Orientations ◽  
Educational Process ◽  
Professional Activities ◽  
Empirical Survey ◽  
Digital World ◽  
Ict Competence ◽  
Effective Organization ◽  
Teachers Professional Development

Nowadays, the competency-based approach is becoming more and more traditional in Ukrainian education for every level – from preschool to postgraduate. Its focus is on two main concepts, “competency” and “competence”, interpreted in numerous ways in teaching and learning, which leads to inadequate educational results. Therefore, profound understanding and clear vision of the main concepts are very significant for the effective organization of the educational process. The article examines the ICT competency as a prerequisite for effective professional activities of pre-service teachers of mathematics and informatics in conditions of information society and digital world. The proper ICT competence level can considerably enhance both the teaching and learning processes, facilitate teachers’ professional development and their adaptation to changes in educational technologies. In this regard, defining the structure and content of ICT competency of pre-service teachers of mathematics and informatics is very important for clarification of educational process outcomes and students’ supporting personal characteristics needed to utilize ICT in their future job. The study introduces the conceptual model of structure of ICT competency and competence, which enlarges the focus of educational process to embrace value orientations and qualities of a person. In our opinion, the structure of ICT competency as well as of ICT competence should include the following criteria: knowledge, skills, habits, value orientations (motives, stimuli, values, interests and ambitions) and person’s qualities (abilities). Also, the article discusses the content of ICT competence of pre-service teachers of mathematics and informatics, based on the introduced model. ICT competence content data were acquired from empirical survey that involved students and practicing informatics teachers.

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