Dual education as a pedagogical problem

В.Н. Иванов ◽  
А.Н. Федорова

Актуальность статьи обусловлена тем, что в настоящее время профессиональная подготовка будущих учителей происходит в условиях постоянно меняющихся социально-экономических состояний современного общества. Переход на новые федеральные государственные образовательные стандарты повлек за собой необходимость внедрения в процесс обучения инновационных технологий, включающих в себя новые подходы к организации взаимодействия между высшей школой, обучающимся и образовательными учреждениями, в которых все большое количество студентов начинают профессиональную деятельность во время обучения. Цель статьи заключается в анализе теоретических основ дуального обучения в системе профессиональной подготовки педагогов. Автором проанализировано современное состояние исследуемой проблемы в Чувашской Республике. Статья предназначена для учителей-практиков, а также студентам педагогических вузов, будущим учителей, планирующих или уже осуществляющих профессиональную педагогическую деятельность. The relevance of the article is due to the fact that at present the professional training of future teachers takes place in the context of the constantly changing socio-economic conditions of modern society. The transition to new federal state educational standards entailed the need to introduce innovative technologies into the learning process, including new approaches to organizing interaction between higher education, students and educational institutions, in which an increasing number of students begin their professional activities during training. The purpose of the article is to analyze the theoretical foundations of dual education in the system of professional training of teachers. The author analyzed the current state of the problem under study in the Chuvash Republic. The article is intended for practicing teachers, as well as students of pedagogical universities, future teachers planning or already carrying out professional teaching activities.

2018 ◽  
Vol 6 (2) ◽  
pp. 32-38
Ольга Тумашева ◽  
Ol'ga Tumasheva

In the conditions of implementation of new educational standards special relevance was acquired by researches of problems of preparation of the pedagogical shots which are capable to realization of new approaches to training of younger generation. Methodical training of future teachers is a backbone component of pedagogical education. Despite essential interest of scientists in a problem of improvement of methodical training of future teachers in pedagogical higher education institution and the considerable results received so far it is possible to note that in substantial aspect the allocated problem still is completely not solved that causes relevance of this article. Author’s approach to projection of content of methodical preparation in the conditions of implementation of new educational standards is presented in article. The main projection stages of a substantial component of methodical preparation are described. Urgent types of methodical activity are allocated. As the basic unit of content of methodical preparation is considered professional training tasks is considered. The requirements to system of professional training tasks are formulated. The examples of professional training tasks are given.

Lejla Muratović ◽  
Amer Ćaro

The implementation of inclusive education in practice results in greater complexity of the teacher's role, andpre-professional teacher's training imposes new approaches, values and expectations. The initial education is the first step in teachers’ professional training. Training of future teachers for competent performance in the field of inclusive practice should be one of the priorities in the development of curricula and programs of initial teacher's education. The aim of this research was to determine the possibilities of initial teacher's education for the acquisition and development of inclusive competencies. To obtain the necessary data, we used the documentation analysis procedure. We analyzed the initial teacher’s education programs at the University ˝Dzemal Bijedic˝ of Mostar, the University of Tuzla and the University of Zenica. The analysis of initial teacher’s education programs showed inconsistencies in the number and representation of subjects relevant to inclusive education at three universities in Bosnia and Herzegovina, lack of cross-curricular approach to inclusive education, and lack of integration of theoretical and practical participation in curricula intended for the development of inclusive competencies. The obtained results imply the direction of changes within the initial teacher education program that would lead to the more efficient acquisition of inclusive competencies of future teachers.

Marianna Kniazian ◽  
Olena Khromchenko ◽  
Larisa Sushchenko

The article discusses the problem of the formation of future teachers’ project competence to design learning process of General English (GE), Language for Specific Purposes (LSP) and English for Specific Purposes (ESP). We used the questionnaire to identify the interest of the third-year students in learning GE, methods, as well as factors which influence the study of GE at Odessa I. I. Mechnikov National University. The methods of expert assessment and self-assessment were used to identify the level of project competence, based on such indicators, as the ability to determine the current level of language and professional training of students, their interests and skills; the ability to single out relevant information and communication technologies that are optimal for teaching GE, ESP and LSP in each group of students; the ability to differentiate methods to enhance the interest of students, create a positive emotional atmosphere in the classroom; the ability to determine the prospects for the development of personal and professional qualities of students; the ability to select the best methods for each student to study GE, ESP, LSP using on-line, e-learning. The data reflects levels of formation of project competence. In order to form this competence of future teachers, we have developed the project activities and creative tasks, aimed at the formation of skills and knowledge about the organization of learning process of GE, LSP and ESP.

А. И. Просенюк

The article considers the theoretical and practical aspect of the modern training of future educators. Voiced the idea of the teacher’s professional activities as a complex, which consists of a certain set of personal and operational characteristics. The features and new approaches of modern professional training of future teachers of preschool children higher educational institutions in Ukraine are considered.

2021 ◽  
Vol 2 (119) ◽  
pp. 61-68
Ernar M. Iskakov ◽  

The article is devoted to the problem of professional development and career development of officers of the armed forces, other troops and military formations. The relevance of this problem is due to the rapidly changing conditions of the military-pedagogical environment. At present traditional forms and methods of professional training cannot fully meet the demand of military personnel for the formation of self-development, self-actualization and self-realization skills. In this regard the author raises the question of the need to find new approaches and views on the process of improving professional training, the result of which should be the readiness of officers to build, design and develop a military career. The author suggests using coaching, the methodology of which is focused on the disclosure of professional and personal potential and the awakening of the activity of officers as promising forms and methods of military professional training. The concepts of «profession-oriented army coaching» and «army coach» are clarified. It is emphasized that the technology of coaching is new for the military sphere and requires substantial and technical adaptation to the army reality. In this work the author presents the concept of profession-oriented army coaching, taking into account the ideas of the acmeological approach, the military specifics and the architecture of the coaching process. The goals, objectives,principles, directions and conditions for the implementation of coaching in the army environment are defined. The author comes to the conclusion that in the army environment, the coaching and acmeological approaches have similar views, combining the search for ways to maximize self-expression in the military profession and the optimal ways to organize professional activity to achieve success in the future. The concept of profession-oriented army coaching proposed by the author reflects the requirements for finding new approaches to the process of improving the professional training of military personnel, imposed by the modern training and combat process of the armed forces. The practical implementation of this concept became development and introduction of «Profession-oriented army coaching» teaching guide to the learning process of military universities of the Republic of Kazakhstan. The author sees the prospect of further work in the use of profession-oriented army coaching in the troops in organizing classes for the professional development of personnel.

2021 ◽  
Vol 7 (3B) ◽  
pp. 90-96
Sergij Tkachov ◽  
Nataliia Tkachova ◽  
Nataliia Mordovtseva ◽  
Mariia Pochynkova ◽  
Oksana Parfyonova

The main purpose of the study is to characterize the effectiveness of the features of training future teachers to technologicalize the educational process. The problem of modernization of teacher training is relevant around the world. Modern preparation of teachers for work and professional activity requires rethinking the content of education, structure and forms of organization. The modern institution of higher pedagogical education faces the task of introducing the latest approaches to learning, which, along with its fundamentality and compliance with State educational standards, develop communicative, creative and professional competencies, needs in self-education based on potential diversity of content and organization of the educational process. It is expected that the technology of professional training of future teachers will help solve these problems. The result of the study is to determine the main features of the preparation of future teachers for the technologicalization of the educational process.

Olena Khmelnytska

The article describes the main components of the teacher’s professional training for the implementation of the idea of the New Ukrainian School, the role of integrating the theoretical and practical training of future teachers, and the peculiarities of the introduction of dual education into pedagogical activity. The innovative methods, technologies and forms of educational activity organization during the study of theoretical foundations of pedagogy, the peculiarities of their application in practical and seminary classes, have been separated, in particular, individualized and differentiated learning, group forms of activity, mixed and adaptive learning, a digital storytelling, a personalized learning, an inverted class, a virtual classroom, a gaming education, STEM education, a training, debate, etc. The main aspects that promote the professional competencies of students, their technological and personal readiness, and the formation of a competitive specialist in this field during the pedagogical practice are investigated. The correlation between theory and practice in pedagogical activity has certain regularities. The objective laws of pedagogical activity determine only its main direction. The forms of manifestation of pedagogical patterns are multivariate; in different situations they can be different and determined by specific conditions. The theory of pedagogy gives only a possible choice of methods, techniques, means and forms of content implementation, but can not predict many specific situations, give timely guidance for each case. The integration of theoretical and practical future teachers’ training contributes to activating cognitive activity of students, forming a holistic view of the future profession, creating the optimal conditions for gaining strong knowledge and skills in the work. A student integrates into the school system, improves the theoretical and methodological knowledge, practical skills and examines the age and psychological characteristics of children. The New Ukrainian School is designed to form a person capable of being successful in life, holistic and versatile, initiative, patriot with an active position, an innovator capable of changing the world. To accomplish the above tasks, a professional teacher must possess a range of competencies such as informational, digital, research, civic, linguistic-communicative, social, technological, etc. An educational activity at the institution of higher education is constructed in such a way as to ensure the formation and improvement of the professional competences necessary for the New Ukrainian School teacher. The specificity of the professional training of future teachers is to ensure continuity and integration of the theoretical and practical components of training.

2021 ◽  
Vol 101 ◽  
pp. 03003
Yuliya Drobotenko ◽  
Natalia Makarova ◽  
Nadezhda Chekaleva

The relevance of the research is expressed in the study of the impact of changes in society on pedagogical reality and in determining the directions of its transformation. The purpose of the paper is to identify the professional challenges of the teaching profession and to substantiate the need to revise the basic functions of teaching activities. The research methods are: theoretical analysis of factors influencing the teaching profession; synthesis and interpretation of data on the characteristics of the activities of the subjects of the educational process, difficulties, and opportunities of pedagogical interaction. The result of the research is revealed in the substantiation of the provisions on advanced professional training of future teachers at the university, the formation of their pedagogical picture of the world. The conclusion about the need for future teachers to master the norms of the pedagogical ethos has been made, and the stages of this process have been provided. The scientific novelty of the research lies in the enrichment of the theory of pedagogy with knowledge about the value foundations and the content of pedagogical activity in a society of high modernity; new functions of pedagogical activity; features of the development of teaching practice. The practical significance is seen in the possibility of using the paper materials for further research; studying the processes of teaching, upbringing and development in new conditions; development of training materials for university students and students of advanced training courses.

2021 ◽  
Vol 12 (1) ◽  
pp. 278-299
Serhii Yashchuk ◽  
Olha Shapran ◽  
Lesia Martirosian ◽  
Tetiana Petukhova ◽  
Inna Artemieva ◽  

Professional training of masters in higher education institutions, its effectiveness is largely determined by the level of pedagogical design of the training content of future teachers of general technical disciplines and teaching methods of technology, since it is the content that is designed to ensure the formation of a personality that has not only a system of special knowledge and professional actions, but also differs in formation professionally important competencies, the appropriate level of qualifications, taking into account world and European quality standards while maintaining national achievements and priorities, as well as capable of fruitful teaching activities in modern conditions. According to the results of the study it can be stated: when designing the content of training masters of technological education it is necessary to take into account the general principles of building the content of education and the principles of updating the content of training to the requirements of time; designing the content component of integrated modules of psychological-pedagogical and special-subject training involves determining their goals and objectives, selection of innovative content for each topic of the content module, selection of forms, methods and technologies of its implementation, determination of evaluation criteria and system of diagnostics of success of undergraduates; the content component of professional training of masters of technological education must contain knowledge and experience of innovative psychological-pedagogical and technical-technological activity of a teacher in the system of higher educational institution; the effectiveness of the content of professional training of future teachers of general technical disciplines and methods of teaching technology is determined by the effectiveness of professional activity, which can be characterized as the formation of professional and pedagogical competence, ability to professional and pedagogical self-development and self-improvement.

2021 ◽  
Vol 113 ◽  
pp. 00100
M.S. Mikhalchenko ◽  
I.N. Kovalenko ◽  
I.Yu. Kodenko

The article reveals the conceptual problems of creative self-realization of future teachers-artists. The authors note that the level of readiness of future professionals to work depends on the formation of creative pedagogical potential at the university, which consists of several components, such as motivational-axiological, cognitive and manipulative. The article justifies the need for specialists in the field of artistic and aesthetic education, who are able to work effectively in the new socio-economic conditions. It is possible to increase the effectiveness of the creative self-realization of future teachers-artists in the process of higher education by creating certain pedagogical conditions.

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