scholarly journals Methods of Using Programmed Means to Organize Practical Training for Improving the Professional Skills of Future Teachers of Fine Arts

2021 ◽  
Vol 13 ◽  
Author(s):  
Azimov Sanjar Samadovich
Keyword(s):  
Professional Training ◽  
Practical Knowledge ◽  
Fine Arts ◽  
Educational Process ◽  
Practical Training ◽  
Future Teachers ◽  
Literature Information ◽  
Normative Documents ◽  
Self Study ◽  
The Subject

   The combination of theoretical and practical knowledge in the professional training of future teachers of fine arts, the importance of theoretical and practical exercises in the subject of Composition. The theoretical basis for improving the professional training of future teachers of fine arts is systematically analyzed in the article. The didactic possibilities of further increasing the scientific motivation of students through the use of software means in the educational process were studied. To form the virtual practical training in the teaching of the subject "Composition" in the direction of education 5110800-Fine Arts and Engineering Graphics in higher education, to develop the methodological recommendations for its use, are pedagogically based. Methodology for developing a programmed, electronic educational-methodical complex on the subject of "Composition" which covers (introduction, normative documents, lectures, practical classes, self-study topics, presentations, animations, programmed control test, keywords and terms, used literature, information about the authors) is recommended. Thoughts about the actual tasks of the development of the educational system in increasing the efficiency of the acquisition of the subject “Composition” are stated.

scholarly journals ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF FUTURE PHILOLOGY TEACHERS’ TRAINING IN THE EDUCATIONAL AND COMMUNICATIVE ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 120-127
Author(s):  
Тетяна Григоренко
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Life Experience ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Practical Training ◽  
Future Teachers ◽  
Communicative Activities ◽  
Teachers Training ◽  
Communicative Activity

The article defines that in modern Ukrainian realities the teacher of Ukrainian language and literature of the new generation appears as a person who is aware of national, cultural and linguistic values, preserves and continues Ukrainian cultural and historical traditions, has creative personality, is a true patriot, professional teacher (active citizen of Ukraine), spiritual mentor. Accordingly, there is the demand to improve philology teachers’ professional training, taking into account different concepts, approaches and principles; ensuring a harmonious combination of purpose, content, structure, stages, forms, and methods of organization the educational and communicative environment of higher education institutions. Any system can function and develop successfully only under certain conditions, as well as the result of future philology teachers’ professional training in an educational and communicative environment.The optimal pedagogical conditions for future philology teachers’ training in the educational and communicative environment of higher education institutions have been identified: 1) increasing motivation and pedagogical reflection on the professional and communicative activities of future teachers of philology by means of interactive technologies; 2) the use of communicative learning strategies during the training of future teachers of philology; 3) improving the content and forms of practical training to gain experience in future professional and communicative activities; 4) creation of educational-methodical and educational-informational support of educational-communicative environment for training of teachers of philology. It was found that such pedagogical conditions would improve the educational and communicative environment, create a mechanism of mental activity of students, which will contribute to the accumulation of knowledge and life experience, as well as support studentsʼ intellectual efforts, stimulate cognitive and communicative activity. It has been confirmed that pedagogical conditions optimize the improvement of the educational process, the creation of such a mechanism of students' thought process, which will promote the accumulation of knowledge and life experience, as well as support studentsʼ intellectual efforts, stimulate cognitive and communicative activity.

Methodological Support of Readiness Formation of Future Teachers for Inclusion

2019 ◽  
Vol 7 (3) ◽  
pp. 23-27
Author(s):  
Ольга Козырева ◽  
Ol'ga Kozyreva
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Environment ◽  
Educational Process ◽  
Future Teachers ◽  
Normative Documents ◽  
Professional Activities ◽  
The Subject ◽  
The University

The results of higher education are determined by normative documents and are based on the theory of competence approach. They refl ect the readiness of the future teacher to professional activities in the terms of inclusive education. Analytical verifi cation of various scientifi c sources makes it possible to assert that the essence of the various components of the methodological support of the learning process is the subject of scientifi c disputes. But it is worth noting that currently the researchers have not brought a single interpretation of such a concept as “methodological support”, which forces for their own understanding of this designation to refer to it. Methodological support is mainly singled out not just as a pedagogical component, but also as an integral part of the whole educational process. It is characterized by the volume and content of the working programs of disciplines, provides organizational and pedagogical conditions necessary for the formation of the educational environment of the University readiness of future teachers for inclusion. Properly selected and implemented in full methodological support of any process makes it guaranteed to be effective.

scholarly journals Diagnostics of the development of reflection of future educational psychologists

2020 ◽  
Vol 132 (3) ◽  
pp. 75-82
Author(s):  
K. Kaziyev ◽  
◽  
V. Volynkin ◽  
V.S. Turegalieva ◽  
Sh.N. Bissenova ◽  
...  
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Personal Factors ◽  
Future Teachers ◽  
Innovative Teaching ◽  
Educational Psychologists ◽  
Self Development ◽  
The Subject ◽  
Reflective Processes

Modern innovative teaching technologies are guided by the reflective processes of the subject. In the process of professional training, a person is formed as a professional, which becomes possible only taking into account personal factors, which subsequently determine the development of professional reflection. Reflection is defined as a necessary part of a cognitive procedure and an important characteristic of an individual. The development of reflection in future teachers-psychologists is one of the urgent problems in the modern educational process. This article presents an analysis of the results of a stating experiment on the development of reflection in future teachers-psychologists to identify their ability to analyze and introspection, professional and personal self-development. To achieve the goals of the desired problem, we have identified the applicable methodologies that allow us to determine the levels of reflection development in future teachers-psychologists by components. The methods given by us in the article allow us to further develop an educational and methodological complex for the development of reflection in future teachers-psychologists.

scholarly journals ПРОФЕССИОНАЛЬНЫЕ ПЕДАГОГИЧЕСКИЕ КОМПЕТЕНТНОСТИ: МЕЖДИСЦИПЛИНАРНОСТЬ VS МНОГОМЕРНОСТЬ

2020 ◽  
Author(s):  
Anatoliy Kopytov ◽  
Tamara Cherepanova
Keyword(s):  
Social Practice ◽  
Professional Training ◽  
Social Institution ◽  
Subject Area ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Pedagogical Competence ◽  
Rational Combination ◽  
The Subject

Введение. Актуализированы современные требования к профессиональной педагогической деятельности, описаны ведущие функции образовательной системы и проанализированы нормативные регламенты к использованию понятий «компетенция» и «компетентность». Материал и методы. Материалом исследования выступили теоретические и эмпирические наблюдения по проблеме формирования будущих педагогов. Анализ актуальных научных источников позволил выявить ведущие идеи и проанализировать их с учетом современной практики профессионального педагогического образования. Результаты и обсуждение. Профессиональное педагогическое образование, ориентированное на формирование профессиональных компетентностей, находится в состоянии развития при удержании традиций отечественного образования как социальной практики и социального института. Совокупность проанализированных подходов к определению понятия профессиональной педагогической компетентности ряда ученых (Т. Г. Браже, А. В. Хуторской, С. Н. Чистякова и др.) позволила актуализировать современные требования к педагогу. В данном контексте были проанализированы несколько аналитических и форсайтных исследований с целью выделения ведущих тенденций развития системы профессиональной подготовки будущих учителей. С позиции пролонгированных требований к профессиональной педагогической деятельности описаны принципы междисциплинарности и феноменологическое видение понятия педагогической многомерности, учет которых может способствовать качественной подготовке будущего педагога. Заключение. Совокупность требований, предъявляемых к современному педагогу, требует и широкого знания собственно предметной области профессиональной деятельности, достаточных знаний в смежных областях знаний и обладания компетенциями, которые позволят оставаться пролонгированно востребованными в профессиональном плане, возможны при рациональном сочетании как междисциплинарных принципов организации образовательного процесса, так и принципов формирования личности как многомерного профессионала.Introduction. Modern requirements for professional pedagogical activity are updated, the leading functions of the educational system are described, and normative regulations for the use of the concepts of competence and competence are analyzed. Material and methods. The research material was theoretical and empirical observations on the problem of formation of future teachers. The analysis of current scientific sources allowed us to identify the leading ideas and analyze them taking into account the modern practice of professional pedagogical education. Results and discussion. Professional pedagogical education, focused on the formation of professional competencies, is in a state of development while maintaining the traditions of domestic education as a social practice and social institution. The set of analyzed approaches to defining the concept of professional pedagogical competence of a number of scientists (T. G. Brazhe, A.V. Khutorskaya, S. N. Chistyakova, etc.) allowed updating modern requirements for a teacher. In this context, several analytical and foresight studies were analyzed in order to identify the leading trends in the development of the system of professional training of future teachers. The principles of interdisciplinarity and phenomenological vision of the concept of pedagogical multidimensionality are described from the position of prolonged requirements for professional pedagogical activity, which can contribute to the quality training of the future teacher. Conclusion. A set of requirements to a modern teacher will claim wide knowledge of the subject area of professional activity, sufficient knowledge in related fields of knowledge and possession of competencies that will allow them to remain prolonged in demand in professional terms, possible with a rational combination of both crosscutting principles of the organization of the educational process and principles of formation of personality as a multidimensional professional.

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 Scientific and methodological support practical training future teachers in the process of production practices

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Inna Gruzdova ◽  
Tatyana Еmelyanova ◽  
Alla Oshkina
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Theoretical Interpretation ◽  
Practical Training ◽  
A Posteriori ◽  
Future Teachers ◽  
Industrial Practice ◽  
Professional Career ◽  
Electronic Support

The relevance of the study is due to the processes of reforming the structure and content of higher education in the world, the transformation of the domestic system of professional training, focused on achieving high indicators in the professional career of university graduates. The article presents the experience of using electronic scientific and methodological support for the practical training of students at the university. The need for scientific and methodological development of issues of electronic support for the practical experience of students, the study of forms, content, mechanisms for the implementation of digital and electronic learning technologies, as well as assessing the quality of electronic channels for obtaining information, actualizes the problem of this study. The purpose of the article is the theoretical substantiation and development of the content, forms and methods of scientific and methodological electronic support for the training of a future teacher in terms of industrial practice. The scientific novelty of the research lies in the development of the content and mechanisms for the implementation of scientific and methodological electronic support for the practical training of future teachers on the example of organizing practical training for bachelors of psychological and pedagogical education. The theoretical significance of the study lies in the fact that its results contribute to the expansion of scientific ideas about the process of practical training of a future teacher, taking into account the informatization of modern education. The study of the difficulties encountered by students in the course of distance online learning reveals contradictions of both objective and subjective nature. The resolution of contradictions is possible when organizing independent work of students in practice by means of electronic support for the experience of professional activity, aimed at enriching the spectrum of obtaining a posteriori knowledge. The article offers options for the use of distance technologies in a university, stages, forms and methods of interaction between participants in the educational process. The result of the research and the subject of discussion is the substantiation of the ways to implement the a posteriori component of the industrial practice program as a form of blended learning, which provides a seamless combination of the possibilities of traditional work and electronic support of students' practical activities. The reference point for an independent search for answers when performing practical tasks, their reflective analysis and theoretical interpretation in the course of solving pedagogical problems is provided by means of an electronic educational environment and a study developed by the authors scientific and methodological support for the practical training of future teachers. The article is addressed to teachers, researchers, heads of educational organizations interested in improving teacher education.

scholarly journals THEORETICAL SUBSTANTIATION OF THE MODEL OF FORMATION OF READINESS FOR PROFESSIONAL AND CREATIVE SELF-REALIZATION OF FUTURE TEACHERS OF FINE ARTS

2021 ◽  
pp. 7-13
Author(s):  
Li Qing
Keyword(s):  
Professional Training ◽  
Fine Arts ◽  
Research Process ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Theoretical Substantiation ◽  
Technological Unit ◽  
Pedagogical Research ◽  
Creative Self

The article examines the problem of forming readiness for professional and creative self-realization of future teachers of fine arts. The purpose of the article is to substantiate the model of formation of the studied formation. The methodological basis of the study are dialectical and systematic methodologies used in the field of pedagogical research. General scientific and logical methods of analysis, synthesis, induction and deduction, historical and comparative research of the problem are used. This model includes following aspects: setting the purpose of the study and its objectives – the target unit; components of readiness for professional and creative self-realization (motivational and orientational, cognitive and active, subjective) content block; didactic principles (professional orientation, scientificity, optimization, emotionality of the pedagogical process). Moreover, it includes pedagogical conditions on which the experimental method of forming readiness for professional and creative self-realization (actualization of the value attitude of future teachers of fine arts to artistic and creative activity; organization of self-improvement of future teachers-artists in the context of future professional activity; creation of reflective-educational environment educational process HEI) are based. Methods, forms, technologies and means aimed at increasing the level of readiness for professional and creative self-realization of students are presented in technological unit, that is followed by the expected result of the study. It is proved that the introduction of the model of formation of readiness for professional and creative self-realization of future teachers of fine arts contributes to the optimization of the research process. Keywords: model; modeling; readiness; professional and creative self-realization; artistic and pedagogical activity; professional training; future teachers of fine arts; fine arts.

TRAINING THROUGH ACTION TO BUILD PROFESSIONAL SKILLS

2018 ◽  
Vol 28 (3) ◽  
pp. 849-854
Author(s):  
Vanche Boykov ◽  
Marieta Goceva
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Practical Knowledge ◽  
Educational Institution ◽  
Educational Process ◽  
Social Adaptation ◽  
Practical Training ◽  
Professional Skills ◽  
Key Competencies ◽  
Market Requirement

Building professional skills is crucial in the educational process. The priorities in education policy are solid practical training and the development of professional and key competencies guaranteeing rapid social adaptation and realization. Learning through action provides all the preconditions for a successful initiative related to the transfer of practical knowledge and capacity building for young people. It contributes to the modernization of professional education so that to answer the modern needs and search of business and the economy through cooperation with the employers, working on new study plan and programs, training teachers and mentors, professional training, which is adequate to current labors market requirement. The system of learning through action is considered as one of active tools for successful communication between learners, educational institution and employers.

scholarly journals Practice-Oriented Approach in the System of Professional Training of Future Teachers to Social-Pedagogical Activity

2021 ◽  
Vol 8 (1) ◽  
pp. 24-34
Author(s):  
Olena Budnyk
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
Professional Training ◽  
Training System ◽  
Educational Process ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Individual Counseling

The article highlights theoretical aspects of the socio-pedagogical direction of pedagogical practice of future primary school teachers.The tasks of pedagogical practice as a mandatory component of professional training of future specialists are outlined. The necessity of involvement employers in cooperation with higher education institutions to ensure a high level of continuous practical training, creating conditions for professional development and self-realization of future teachers are substantiated. Great emphasis is placed on the need for creative use of theoretical knowledge and practical skills working with students, modern teaching technologies, students’ educational and social development, as well as systematic professional self-improvement and self-development. It was proved that in the process of teacher training system pedagogical practice performs a number of important functions: educational, developmental, diagnostic and corrective, communicative, organizational (management), prognostic, preventive, etc. The approximate content of this student practice in general educational institutions is given taking into account such directions, as: work with deviant and gifted pupils, inclusive education, sociocultural animation, etc. The results of an empirical study on the readiness of graduates of pedagogical specialties for the practical use of social and educational technologies in school are presented. The difficulties most often faced by respondents in working with students were identified, including: work with different categories of parents, individual counseling of students, resolution of pedagogical conflicts, implementation of diagnostic activities and socio-pedagogical communication, etc. The author proved that combination of theoretical and practical teacher training, integration of teaching with research and experimental work would contribute to the practical orientation of the educational process at the university, active search and implementation of non-traditional forms and methods of teaching, in particular in socio-pedagogical aspects. The article partially uses the materials of the author's dissertation “Theoretical and methodological principles of professional training of future primary school teachers for socio-pedagogical activities” (2015) for the degree of Doctor of Pedagogical Sciences.

scholarly journals Student theater in the professional training of future teachers: personal and action approach

2018 ◽  
Vol 28 (4) ◽  
pp. 68-73
Author(s):  
L. Lymarenko
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
The Future ◽  
The Subject ◽  
Effective Organization ◽  
The Individual

The article is devoted to one of the topical problems of higher education, namely, the usage of the student theater in the system of professional training of future teachers on the basis of personal and action approach. The author considers for the first time that the student theater as a form of artistic and pedagogical activity is focused on personal development, improvement of creative abilities of future teachers, formation of professional self-sufficiency by means of multilevel artistic and pedagogical communication in the system of higher pedagogical education. The article substantiates the expediency of using the fundamental personal and action approach in the functioning of the student theater in the professional training of future teachers. The paper suggests the description of psychological and pedagogical components within above-mentioned conceptual personal and action approach. This article deals with personal and action approach that provides the most effective organization of artistic and creative activity of the future teacher with its transfer to the position of the subject of self-knowledge. Within personal and action approach, the structure of self-development of the individual is formed, in which the main elements are the subject and the nature of the artistic and pedagogical interaction. It is established that successful activity of the student theater on the basis of personal and action approach is provided by the corresponding organizational and pedagogical conditions that have an influence on the goals of teaching, methods, forms and means of organizing the educational process, as well as mutuality with the educational, artistic and creative activities of the teacher-supervisor and students of theater. The author's position is that the functionality of certain organizational and pedagogical conditions is focused on: creation of the appropriate educational artistic and creative environment; dominance and active usage of theater training technologies in the educational process of the student theater; subject-to-subject interaction within multilevel communication of student theater; sequence of activity of the student theater in the professional training of the future teacher. It is proved that abidance of mentioned organizational and pedagogical conditions contributes to the professional formation of a specialist in the process of acquirement of the multilevel artistic and pedagogical communication of the theater on the basis of subject-to-subject interaction, during which the future teacher becomes a creator in a vital and professional activity.

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