Information tools to support individual pedagogical activities

2021 ◽  
pp. 46-56
Author(s):  
Oksana Vasilyevna Kitikar ◽  
Tatiana Petrovna Ilyevich
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Relevant Information ◽  
Educational Environment ◽  
Training System ◽  
Educational Process ◽  
Theory And Practice ◽  
Integrative Approach ◽  
Information Tools ◽  
Personalized Approach

The article is devoted to the peculiarities of modernization of the system of professional pedagogical education in the aspect of using information tools for efective support of teachers’ activities. The considered directions of modernization of the system of lifelong pedagogical education are presented at the normative and conceptual level. Personalized and integrative approaches to the system of lifelong pedagogical education are important approaches to the implementation of the basic tasks of improving teacher training. The essence of a personalized approach to modern teacher training is not only in the formation of an individual and personal component of the future professional, but also in teaching universal strategies for professional and pedagogical activities in an information and educational environment. The integrative approach presupposes consistency and synchronicity of theory and practice, the traditional and innovative component of the teacher training system. A feature of the methodological component of the teacher training system is the information tools for supporting individual pedagogical activities, which, as integrated resources, have a certain educational potential, since they are aimed at achieving an efect when using relevant information by the subjects of the educational process. The variety of information tools allows us to distinguish their classifcation groups, including: information technology, information and communication and professional development. Informational tools used in the educational process can also be procedural, multifunctional image/svg+xml and private. Methodological, informational- methodical and personal- professional strategies for supporting the professional development of a teacher are used as conditions for supporting individual pedagogical activities. The prospect of the research is the development of methodological and technological mechanisms for the implementation of conditions for optimal support of teachers who are willing to be professionally mobile and competent, capable of successfully solving professional problems in the information and educational environment.

scholarly journals COMPARATIVE ANALYSIS OF THE SYSTEMS OF IMPROVEMENT OF QUALIFICATION OF TEACHERS OF NATURAL AND MATHEMATICAL SUBJECTS IN POSTGRADUATE EDUCATION OF UKRAINE AND THE REPUBLIC OF POLAND

Osvitolohiya ◽  
2019 ◽  
pp. 50-56
Author(s):  
Natalia Evtushenko
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Postgraduate Education ◽  
Educational Process ◽  
Theory And Practice ◽  
International Standards ◽  
Educational Activity ◽  
Advanced Training ◽  
Training Systems ◽  
The Republic

The proposed article analyzes the peculiarities of the basic structural elements of the training systems of teachers of natural and mathematical subjects in postgraduate education of Ukraine and the Republic of Poland. The notion of professional development of specialists in the educational space of the countries is defined — intentional, planned and continuous process, which results in the expansion of teachers’ professional competences, improvement of their professional level, re-qualification of specialists, and development of universal personality. The principles on which the systems of professional development of specialists of Ukraine and Poland are built and developed are considered: humanization, differentiation, interactivity, unity of socialization and professionalization of personality, modularity and continuity of training. Also it is recognized among the principles of educational activities that are taken into account in the process of training of the Polish colleagues there are such as: the interrelation of theory and practice, variability, diversity of forms, continuity, multidimensionality, multilevelness, and openness. Important functions (socio-cultural, developmental, educational, compensatory and adaptive) that the systems of teacher training fulfill as for continuous professional development and improvement of specialists are analyzed. The author pays special attention to the analysis of functioning of the training systems of teachers of natural and mathematical subjects as multidimensional entities in postgraduate pedagogical education of the countries which are characterized by socio-state character, variability, flexibility, and construction considering different needs of teachers in their professional development. The article analyzes the level structures of advanced training systems of postgraduate education of teachers of natural and mathematical subjects of Ukraine and the Republic of Poland, which have their own subjects at each level of regulation (national, regional, local, and institutional), and use certain principles, tools and institutions for achievement of the overall goal. It is noted that the systems of advanced training of teachers of natural and mathematical subjects in the postgraduate education of Ukraine and the Republic of Poland have a lot in common at the stage of formation of goals and tasks, defining principles and functions, choosing the directions of development of educational activity. Differences are observed in the structure of education systems and teacher training financing. A detailed study of the quality criteria for the improvement of specialists in accordance with the international standards is proposed for further research, which will improve the evaluation of the results of the educational process and enhance the motivation of teachers for their personal and professional development and self-improvement.

scholarly journals Theoretical foundations of the formation of the readiness of future teachers to work in the regional digital educational environment

2021 ◽  
Vol 128 ◽  
pp. 05002
Author(s):  
Oksana Kitikar ◽  
Natalia Levchenko
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Environment ◽  
Training System ◽  
Educational Process ◽  
Regional System ◽  
New Type ◽  
High Level ◽  
Conceptual Foundations ◽  
Theoretical Foundations

The purpose of the article is to characterize the conceptual foundations of the content and structure of the regional system of teacher education in the digital educational environment. The directions of modernization of the teacher training system are based on the substantiation of scientific approaches to the ways of organizing the interaction of the subjects of the educational process in the region with an emphasis on eliminating the professional deficits of teachers, on the formation of a new type of competencies among teachers for the implementation of pedagogical activities at a high level in a regional digital educational environment, taking into account its specifics.

USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 18-22
Author(s):  
Hanna Karas ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Interdisciplinary Field ◽  
Artistic Styles

The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.

scholarly journals Higher Pedagogical Education for Sustainable Development in Russia and in France: A New Master’s Degree Programs

2021 ◽  
Vol 295 ◽  
pp. 05019
Author(s):  
Olga Ilina ◽  
Evgeniia Brazhnik
Keyword(s):  
Sustainable Development ◽  
Teacher Training ◽  
Master's Degree ◽  
Education For Sustainable Development ◽  
Training System ◽  
Educational Process ◽  
Global Changes ◽  
Degree Programs ◽  
Master's Degree Programs ◽  
Master’S Degree

Higher pedagogical education in Russia and France is currently undergoing modernization. In connection with the new challenges of time, global changes in the world community there is a growing public interest in the problems of sustainable development as the only possible way of civilization movement. Under these conditions, there is a need to improve teacher training, the inclusion of new training modules in the educational process, and the creation of new master’s degree programs. This study aims to analyze the situation by introducing the idea of “education for sustainable development (ESD)” into the organization of higher teacher education, which is constantly reforming in the context of the Bologna process, on the example of two countries - Russia and France. The study identifies the main tendencies of pedagogical education modernization, examines the teacher training system in terms of ESD ideas, considers Master’s programs in universities of Russia and France.

scholarly journals MODEL OF FUTURE TEACHERS’ PROFESSIONAL TRAINING FOR TUTORING IN THE INFORMATION AND EDUCATIONAL ENVIRONMENT OF AN INSTITUTION OF HIGHER EDUCATION

2020 ◽  
pp. 97-104
Author(s):  
Kateryna Osadcha
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Environment ◽  
General Purpose ◽  
Learning Technologies ◽  
Educational Process ◽  
Theory And Practice ◽  
Future Teachers ◽  
Distance Learning Technologies

The article is based on a review of scientific and methodological literature, it analyzes the existing models of future teachers’ professional training for tutoring. The aim of the article is to design a model of future teachers’ professional training for tutoring in the information and educational environment of the institution of higher education. As a result of scientific analysis, carried out on the basis of a systematic approach, theory and practice of tutoring, training for tutoring in Ukraine and abroad, the components of training for tutoring have been identified (target, philosophical, theoretical-methodological, informative-processual, criteria-evaluative, resultative). Each component of the designed model has its implementation in the information and educational environment. This model is a set of information and communication technologies (distance learning technologies, general purpose ICT and ICT for tutoring support), which are integrated into the educational process.

scholarly journals JUSTIFICATION OF NEED I TAKING INTO ACCOUNT THE GENDER ASPECT SPORTS TRAINING SYSTEM

2020 ◽  
Vol 1 ◽  
pp. 118-131
Author(s):  
Volodymyr Prikhodko ◽  
Keyword(s):  
Personality Traits ◽  
Gender Disparity ◽  
Training System ◽  
Educational Process ◽  
Theory And Practice ◽  
Self Control ◽  
Theoretical Research ◽  
Sports Training ◽  
Men And Women ◽  
Gender Aspect

Introduction. The issue of gender equality in sport is multidimensional, requiring a variety of research, drafting relevant legislation and regulations, and training professionals to work at different levels, educated on gender issues. Meanwhile, the key issue for the topic of the formation of a modern system of training athletes, taking into account the culture of gender relations remains insufficiently elaborated at the level of theory in Ukraine, although it must preempt, direct the actions of various practitioners who are otherwise compelled to act, based on foreign experience and sound experience. Research purpose. Substantiation of the need and consideration of gender in the system of sports training in Ukraine. Research methods and materials. The complex of methods of theoretical research (generalization of literature, materials from the Internet, content of previous own scientific developments, abstraction, idealization, analysis and synthesis, induction and deduction), as well as questioning on the developed author's questionnaire were used. As a result of the coaches' survey, 62 correctly completed questionnaires were obtained. Results. The stage of gender socialization in adulthood facilitates the revision of norms and patterns of genderrelated behavior and some adjustment of personality traits, but the formation of personality traits in a particular activity continues. In adulthood, masculine sports contribute to increasing courage, firmness, and self-control in women; increasing dominance, self-control, and reducing anxiety in men. Feminine species contribute to women's decline in dominance, increasing anxiety, non-conformism, increasing stereotypical views on qualities inherent in men and women in society; whereas men develop straightforwardness and emotional stability. It is known that the general fundamentals of sports training, presented by the theory of sport, are common to men and women. However, some factors, such as socio-psychological, as well as the characteristics of women's body make some conditioning in their training. It is therefore very important, when preparing national and regional programs aimed at the development of physical culture and sports, to take into account not only age, but also gender, as a guarantee of ensuring the prerequisites for creating equal opportunities for access to sports and fair distribution of public funds for this sphere of life society. Conclusions. 1. The gender components of sport theory, which carry information about the real processes of socio-sexual relations in the field of sport, are now the result of extrapolation of the basic provisions of general gender science to sport theory and thus are included in the structure of sport theory. However, the problem of the direct transposition of gender perspectives into the field of sport only indicates that there is an objective need to gain new knowledge at the frontier of general gender and to study gender-specific sport issues. 2. Due to the variety of forms of exercise, the sport sector needs further exploration for optimal implementation of the gender approach, including conducting gender studies to address existing social and socio-psychological problems. Yes, there is a gender disparity issue with gender roles chosen by women in sports, and this can create conflicting life situations that go beyond the professional responsibilities of coaches. The principle of taking into account the sociogender identity of a person is poorly taken into account in sport, as evidenced by the opening up of opportunities for women to engage in almost all masculine sports, because at present the concepts of implementation of this principle in sport have not been developed or implemented. 3. Therefore, there is a societal need, both for continued research and for qualified specialists trained in the gender components of sports theory and practice, who are able to apply this knowledge to the development of the sports movement, as well as to improve the level of knowledge of students in specialized higher education institutions that complicated by the practical lack of software and methodological support of the educational process at the level of systematic integration of the principles of sports theory and gender in the field of sports. 4. Based on the above, in the current context, it is possible to recommend to the broad practice, which should be specified by the available exceptions (conscious personal preferences and needs of boys and girls to the selected sport), classes that are more suitable for the sex. Keywords: gender, athlete's personality, gender aspect in the system of sports training, masculinity, femininity, antagonistic sports, synergistic sports, autonomous sports.

scholarly journals Multidisciplinary approach to the professional development of a teacher in the educational environment

2021 ◽  
Vol 7 (Extra-A) ◽  
pp. 57-67
Author(s):  
Sergey I. Kurgansky ◽  
Viktor I. Kovalenko ◽  
Olga A. Sokolova ◽  
Irina V. Gubarenko ◽  
Elena V. Kovalenko ◽  
...  
Keyword(s):  
Professional Development ◽  
Multidisciplinary Approach ◽  
Process Integration ◽  
Educational Environment ◽  
Educational Process ◽  
Positive Trend ◽  
Educational Organization ◽  
Strategic Development ◽  
Joint Development ◽  
Creative Self

The article investigates the concept, motivation, and mechanisms of the professional development of a teacher. It outlines principles of the teacher's multi-subject interaction: system-wide and private (creative self-fulfilment; development of subjectivity; multi-logical interaction of subjects of the educational process; integration of subject fields; fluctuation autonomy of subjects). Experimental work to create conditions for optimizing professional development was carried out within the framework of the development and implementation of a program for the strategic development of an educational organization. The process of its joint development and implementation, technological and methodological support has become a mechanism for the integration of educational subjects. The results showed a positive trend in educational outcomes, the transformation of the educational environment, and the professional development of teachers. The authors conclude about the developmental influence of multi-subject interaction on the professionalism of the teacher.  

scholarly journals Negative Creativity in Education: Features, Threats and Research Perspectives

2017 ◽  
Vol 22 (5) ◽  
pp. 67-76 ◽  
Author(s):  
N.V. Meshkova ◽  
S.N. Enikolopov
Keyword(s):  
Teacher Training ◽  
Educational Environment ◽  
Educational Process ◽  
Comprehensive Model ◽  
Personal Influence ◽  
Research Perspectives ◽  
Creative Resistance ◽  
Creative Personality ◽  
Standards And Regulations ◽  
Psychological Studies

The article discusses the phenomenon of negative creativity in the field of education which results in unintentional harm. Outcomes of psychological studies as well as innovations in education are analysed in two aspects: first, personal influence of creative teachers on students; second, creative resistance of participants of the educational process. The authors developed the Comprehensive Model of Relationship between Creativity and Deviation that helped to reveal the specifics of negative creativity in education which may be crucial for developing standards and regulations as well as for teacher training and selection. These specifics include the following: 1) unintentional negative and delayed impact of creative personality on students; 2) ill-conceived methods of implementing innovations in education which provoke negative creativity as a legitimate way to overcome norms and restrictions in participants of the educational process; 3) contradiction between the legitimacy of the goal and means that leads to discredit and failure of innovations in education. The paper formulates some hypotheses and outlines perspectives of further research of negative creativity in educational environment.

scholarly journals Model for forming interethnic tolerance of cadets in a military university

2021 ◽  
Author(s):  
Н.В. Шемет
Keyword(s):  
Professional Development ◽  
Educational Environment ◽  
Military Education ◽  
Educational Process ◽  
Human Interaction ◽  
Federal State ◽  
Training And Education ◽  
Educational Standard ◽  
State Educational ◽  
The Military

Статья посвящена описанию проявления межэтнической толерантности курсантов военного вуза. В ней даются определение и уточнение понятия межэтнической толерантности применительно к специфике военно-образовательной среды. С современных методологических позиций рассмотрен аспект формирования толерантности как компетентностно-ориентированного образовательного результата, регламентированного Федеральным государственным образовательным стандартом и влияющего на профессиональное становление будущего офицера. В статье приводится описание авторской модели формирования этнической толерантности курсантов средствами интеграции обучения и воспитания в военном вузе на основе идеологических ориентиров и принципов гуманности взаимодействия в образовательной среде. Кроме того, не обойдены вниманием и пути формирования толерантности в практике обучения и воспитания будущих офицеров. Статья может быть интересна преподавателям военных вузов, офицерам, организующим воспитательный процесс, исследователям проблем современного военного образования. The article is devoted to the description of the peculiarities of inter-ethnic tolerance among cadets of a military university. It defines and clarifies the concept of inter-ethnic tolerance in relation to the specifics of the military educational environment. The aspect of tolerance formation as a competence-oriented educational result regulated by the Federal State Educational Standard and influencing the professional development of the future officer is considered from the modern methodological positions. The article describes the author's model of formation of ethnic tolerance of cadets by means of integration of training and education in a military university, the main feature of which is the ideological guidelines and principles of human interaction in the educational environment. In addition, the ways of forming tolerance in the practice of training and education of future officers are not ignored. The article may be of interest to the teachers of military universities, officers organizing the educational process, researchers of problems of modern military education.

scholarly journals Distinctive architectural features of the first european educational institutions for children with mental disabilities

Vestnik MGSU ◽  
2020 ◽  
pp. 766-775
Author(s):  
Elena Yu. Strelnikova ◽  
Irina S. Truflyak
Keyword(s):  
Regulatory System ◽  
Relevant Information ◽  
Training System ◽  
Educational Process ◽  
Mental Disabilities ◽  
Social Phenomena ◽  
Space Planning ◽  
Initial Stage ◽  
Under Construction ◽  
Xix Century

Introduction. At present, considerable attention in our country is paid to training children with mental disabilities (MD). The relevant studies are conducted as well as new standards and programs are implemented. However, the school building itself is not suitable for the admission of children with mental disabilities: the regulatory system does not provide for any requirements with respect to the buildings under construction, and there are no vacant premises intended for children with mental disabilities that can be used in the educational process. To create the quality internal and external architectural environment at modern schools with due regard to training of various categories of schoolchildren, it is essential to review international practices. Materials and methods. The historical records stored in the funds of Russian and foreign libraries have been studied. Methods of theoretical studies, systematization and the analysis of the received data have been used to search for practically relevant information. Results. The information on the first schools for children with MD was analyzed. Such schools were established in the middle of XIX century in the leading European countries. Progress in psychology, medicine, pedagogy along with outstanding social phenomena resulted in the foundation of institutions providing care for children with MD, as well as realization of the necessity and significance of their training. The systematization and analysis of space planning solutions of the first schools have shown that the appropriate function relations, the nomenclature of premises, due regard of premises ergonomics and abilities of children with MD were implemented even in that period. Conclusions. At the initial stage of establishment of schools for children with MD, specific space planning solutions were not developed with respect to such schools. These institutions were often located in the existing buildings and were not adapted to perform new functions. The space planning structure had both strengths and weaknesses. This study confirms that a variety of factors allowed establishing the training system for children with MD in the middle of the XIX century.

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