scholarly journals The experience of forming the artistic and design competence of future teachers of professional training by means of ethnodesign

2021 ◽  
Author(s):  
З.Ю. Максимова ◽  
Д.А. Крылов
Keyword(s):  
Experimental Data ◽  
Professional Training ◽  
Training Design ◽  
Future Teachers ◽  
Industrial Training ◽  
Professional Activities ◽  
Artistic Works ◽  
Design Skills ◽  
Modern Technologies ◽  
Applied Arts

Актуальность статьи обусловлена необходимостью изучения организационно-педагогических условий и опыта формирования художественно-оформительской компетентности средствами этнодизайна у студентов направления подготовки 44.03.04 Профессиональное обучение (по отраслям) (Декоративно-прикладное искусство и Дизайн) и (Сервис). Подготовка педагога профессионального обучения в области этнодизайна отличается тем, что она включает в себя осуществление двух видов профессиональной деятельности: педагогической, с опорой на знание особенностей осуществления теоретического и производственного обучения; дизайнерской, предполагающей приобретение навыков дизайн-проектирования, владение современными технологиями выполнения проектно-художественных работ с использованием этнокультурных мотивов. В статье приводится анализ результатов формирования данной компетентности и положительная динамика полученных экспериментальных данных по исследованию. The relevance of the article is due to the need to study the organizational and pedagogical conditions and experience for the formation artistic and design competence by means of ethnodesign of students areas of training 44.03.04 Professional training (by industry) (Decorative and applied arts and Design) and (Service). The training of a teacher of professional training in the field of ethnodesign differs in that it includes the implementation of two types of professional activities: pedagogical, based on knowledge of the specifics of the implementation of theoretical and industrial training; design, involving the acquisition of design design skills, possession of modern technologies for performing design and artistic works using ethno-cultural motives. The article provides an analysis of the results of the formation of this competence and the positive dynamics of the obtained experimental data on the study.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

scholarly journals The Use of Information Technologies for the Development of Competences in Future Teachers of Foreign Language and Foreign Literature

2020 ◽  
Vol 9 (7) ◽  
pp. 142
Author(s):  
Oksana V. Handabura ◽  
Valentyna I. Sliuzko ◽  
Ruslana M. Melnyk ◽  
Liudmyla M. Hlushok
Keyword(s):  
Information Technology ◽  
Foreign Language ◽  
Information Technologies ◽  
Professional Training ◽  
Scientific Basis ◽  
Educational Process ◽  
Future Teachers ◽  
Professional Activities ◽  
Foreign Literature ◽  
The Future

The article deals with possible ways of using information technologies in teaching future teachers of foreign language and foreign literature. It is established that the primary task of the organizer of the educational process is to build an educational process with a view to facilitating the development of the competences necessary for the future teachers of foreign language and foreign literature. The latest information technologies are analysed and the effective ways of their use are suggested. It was found out that information technologies actively contribute to the unique function of preparing the future specialist for the quality realization of educational services in the information and digital space. It is researched that the functional approach to the analysis of IT in the context of the educational process outlines the specific scientific basis of the proposed scientific search, which allows to organically combine the postulates of media-oriented education with cognitive and communicative principles in the study of the ways of using IT in teaching teachers of foreign language and foreign literature. According to the guidelines of this approach, the functional purpose of IT influences the processes of formation of the form and value of the obtained knowledge. An important element in describing the use of IT is the principle of consistency. It is confirmed that the general competences of future teachers of foreign language and foreign literature are represented by both subject and general competencies, where IT competence is ranked as one of the top priorities. It implies the teacher’s ability to use information technology in the course of his/her professional activities effectively and appropriately. Information technology competence, in turn, is divided into three main competences, which correspond to the separate activities of teachers of foreign language and foreign literature: general, diagnostic and subject-oriented. Examples of tasks aimed at forming different types of competences in future teachers of foreign language and foreign literature with IT involvement are given. It is proved that the use of information technologies in the process of realization of educational and professional training of future teachers of foreign language and foreign literature contributes to a more effective fulfilment of the basic curriculum assignments, in-depth study of the content of the studied discipline, optimization of self-education and self-development of the level of future specialists, an individual way of perceiving information and working with it.

scholarly journals EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF FORMATION OF TRAINEE TEACHERS’ PROFESSIONAL COMPETENCE WITH THE USE OF WEB TECHNOLOGIES

2018 ◽  
Vol 66 (4) ◽  
pp. 197
Author(s):  
Liudmyla S. Shevchenko ◽  
Andrii I. Kryzhanovskyi
Keyword(s):  
Experimental Verification ◽  
Professional Training ◽  
Professional Competence ◽  
Modern Society ◽  
Diagnostic Methods ◽  
Future Teachers ◽  
Web Technologies ◽  
Trainee Teachers ◽  
Professional Activities ◽  
Teachers And Students

The rapid pace of development of modern society, dynamism and continuous innovation processes lead to the fact that knowledge of the subject and possession of the method of teaching cannot fully characterize the current level of professional training of future teachers. The contents of the disciplines is constantly changing, new means and technologies of learning are emerging, and the flows of information that teachers should take into account in their professional activities are growing. Significant changes in the educational sector, in the first place, concern the use of Web technologies. The purpose of the article is to highlight the methodology and results of research and experimental work aimed at the verification of the effectiveness of forming the professional competence of future teachers with the use of Web technologies. In order to achieve the goal and check the tasks of the study, the selection, modification, development and testing of the theoretical and empirical complex (interviews, questionnaires and questioning of teachers and students, diagnostic methods) of research methods were carried out; qualitative and quantitative analysis of the results was carried out with the use of mathematical statistics methods. The empirical basis at the formative stage of the study included 315 students and 44 teachers of pedagogical institutes of Vinnytsia region. The research and experimental verification of the motivational-value-based, cognitive and design-technological components of the formation of professional competence confirmed that the introduction of the developed methods of forming the professional competence of trainee teachers by means of Web technologies had the greatest impact on the motivation for educational, cognitive and professional activities using Web technologies, development of professional, communicative motives, motives of prestige, awareness and development of the need for collaboration with the use of Web technologies. The result of applying the methods is the formation of the ability of teachers and students to identify the pedagogically appropriate means of Web technologies, analyze and evaluate existing ones, develop and apply them in future pedagogical activities.

scholarly journals Подготовка будущих воспитателей детей дошкольного возраста к организации образовательного процесса в условиях высшей школы

2020 ◽  
Vol 61 (4) ◽  
pp. 60-66
Author(s):  
А. И. Просенюк
Keyword(s):  
Preschool Children ◽  
Professional Training ◽  
Practical Aspect ◽  
Educational Institutions ◽  
Future Teachers ◽  
Higher Educational Institutions ◽  
Professional Activities ◽  
New Approaches ◽  
Operational Characteristics ◽  
Higher Educational

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.

scholarly journals PARTISIPATIVE APPROACH AS EDUCATIONAL INNOVATION OF PROFESSIONAL TRAINING FUTURE TEACHERS

2020 ◽  
pp. 176-182
Author(s):  
Olga POLEVIKOVA ◽  
◽  
Tetiana SHVETS ◽  
Keyword(s):  
Professional Training ◽  
Educational Innovation ◽  
Preschool Education ◽  
Participatory Approach ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Identification ◽  
Professional Activities ◽  
And Behavior

The article analyzes the problem of participatory approach to professional training of future teachers in the modern space of education, highlights its theoretical aspects, and outlines the scope of its practical application in the field of preschool education. In particular, the peculiarities of the organiza- tion of the educational process based on participa- tory approach are traced. The authors revealed the peculiarities of the organization of the educational process based on a participatory approach as one of the components of the theoretical and methodological basis for the development of professional competencies of future teachers. This will allow modeling the social content of future professional activity through awareness, acceptance of the principles of participation, which is an alternative to authoritarianism. The authors of the article consider the participatory approach as an educational strategy, the implementation of which allows involving future teachers in making hypothetical management decisions, promotes the formation of initiative, responsibility and independence in solving trivial and non- standard problems in educational and professional activities. The results of the application of a participatory approach in the process of development of profes- sional competencies of future teachers can be a) increase the motivation to learn, job satisfaction; b) disclosure of own potential, primary professional identification; c) satisfaction of the need to achieve, self-realization, self-affirmation; d) the formation of qualification and professional and personal guidelines of consciousness and behavior.

scholarly journals Axiological Aspect of Professional Training of Future Pedagogues

2021 ◽  
Vol 11 (4) ◽  
pp. 2481-2492
Author(s):  
Volodymyr Z. Antoniuk ◽  
Nadiya I. Alendar ◽  
Oksana S. Bartkiv ◽  
Olha V. Honcharuk ◽  
Oksana L. Durmanenko
Keyword(s):  
Education System ◽  
Professional Training ◽  
Research Work ◽  
Scientific Research ◽  
Future Teachers ◽  
Factors Affecting ◽  
Modern Education ◽  
Professional Activities ◽  
State Of Affairs ◽  
Main Components

This scientific research examines the issues related to the axiological aspect of the professional training of future teachers. The relevance of the stated research topic is determined by the urgent necessity to increase the importance of high-quality professional training of future representatives of pedagogical professions, in the context of changes taking place in the modern education system. The purpose of this research work is to identify and state the main components of the axiological aspect of the professional training of future workers in the pedagogical industry, which is able to impart integrity to the entire process of their training. The leading approach in this scientific study is a combination of quantitative and qualitative methodological approaches to the study of issues related to the axiological aspect of the professional training of future workers in the pedagogical industry, in order to determine the main components of the factors affecting the quality and effectiveness of this training and further professional activities of teachers. The main results of this research work were: a statement of the necessity to develop and take a set of measures to clarify the existing value criteria of the education system to future teachers at the stage of their university preparation, as well as the acceptance of the fact of the need for the constant practice of future teachers in instilling in students respect for existing values in the context modern education system. The applied value of this study is determined by the possibility and urgent need to apply in practice the recommendations obtained as a result in order to get practical outcomes expressed in a real increase in the quality of professional training of future teachers, primarily in terms of increasing the value of their profession and their awareness of the value orientation of their activities. Further scientific research within the framework of the stated topic will help to fully reveal the essence of the axiological approach to the system of professional training of future teachers and supplement the existing ideas about the value of teacher education, in the context of the real state of affairs in the modern education system in Ukraine.

scholarly journals conditions and stages of development of professional and pedagogical creativity of future teachers

2021 ◽  
pp. 111-117
Author(s):  
О.А. Қўйсинов
Keyword(s):  
Professional Training ◽  
Future Teacher ◽  
Future Teachers ◽  
Stages Of Development ◽  
Professional Activities ◽  
Psychological Conditions ◽  
Personal Qualities ◽  
Creative Abilities

Мақолада бўлажак ўқитувчиларнинг касбий-педагогик ижодкорлигини ривожлантиришнинг педагогик ва психологик шарт-шароитлари ҳамда босқичлари мазмун моҳияти очиб берилган. Бўлажак ўқитувчининг ўз касбий фаолиятини самарали амалга ошириши учун шахсий сифатлар талқини ҳамда психологик холатлар ёритилган. Шунингдек, бўлажак ўқитувчининг касбий тайёргарлиги жараёнида касбий-педагогик ижодкорлик компетентлигини ривожлантиришнинг шартлари ҳамда ижодкорлик кўникмаларини ривожлантиришнинг репродуктив, продуктив, қисман изланувчан ва креатив даражаларда ижодкорлик кўникмаларини шакллантириш масалалари ёритилган. В статье раскрыта сущность содержания педагогических и психологических условий и этапов развития профессионально-педагогического творчества будущих учителей. Освещается трактовка личностных качеств и психологических условий, позволяющих будущему учителю эффективно осуществлять свою профессиональную деятельность. Также охвачены условия развития профессионально-педагогической творческой компетентности в процессе профессиональной подготовки будущих учителей и формирования творческих навыков на репродуктивном, продуктивном, частично исследовательском и творческом уровнях творческих способностей. The article reveals the essence of the content of pedagogical and psychological conditions and stages of development of professional and pedagogical creativity of future teachers. The article covers the interpretation of personal qualities and psychological conditions that allow a future teacher to effectively carry out his professional activities. It also covers the conditions for the development of professional and pedagogical creative competence in the process of professional training of future teachers and the formation of creative skills at the reproductive, productive, partly research and creative levels of creative abilities.

scholarly journals PROFESSIONAL TRAINING OF FUTURE TEACHERS OF NATURAL SCIENCES

2021 ◽  
Vol 1 (194) ◽  
pp. 13-17
Author(s):  
Oksana Voitovych ◽  
Keyword(s):  
High School ◽  
Professional Training ◽  
Natural Sciences ◽  
Matter Field ◽  
Professional Activity ◽  
Field Energy ◽  
Future Teachers ◽  
Professional Activities ◽  
The Individual ◽  
Interdisciplinary Interaction

It was established that the professional training of future teachers of natural sciences should be focused on providing an integrated model of education and based on the formation of students a set of general and special (professional) competencies and personal qualities, which are necessary for successful professional activity. Accordingly, the main content components of professional training of future teachers of natural sciences are knowledge of subjects (physics, chemistry, biology, etc.) and their interdisciplinary interaction, understanding of teaching methods, ability to use this knowledge in educational activities and willingness to apply knowledge, skills and abilities in professional activities. The training teacher of natural sciences should be focused on teaching an integrated course «Natural Sciences», which is studied in high school in which natural subjects are not specialized, although his qualifications are a teacher of natural sciences, physics, chemistry, biology, in this specialist has broader qualifications and, accordingly, the range of competencies. Therefore, in addition to the formed competencies in each subject, we expect that in the process of training teachers of natural sciences is also important to integrate the curriculum of mandatory disciplines, which will ensure the formation of a holistic system of knowledge and skills. Analytical review of the programs of the course «Natural Sciences» for high school in terms of their content allowed us to state that they were aimed at the formation of natural sciences competence of the individual, but each provides it differently. While some clearly show the presence of separate semantic blocks of different subjects, in others we see an attempt to make the program more integrated basis on objects of study: matter, field, energy and technology, we anticipate human habitation in the environment and man-made society. We convinced that this approach will be further develops, because it corresponds to the idea of integrativity, embedded in the idea of the emergence of this subject in high school. The introduction of an integrated course «Natural Sciences» in high school forces to move away from the disparate formation of natural knowledge in individual subjects and strengthens the integrative nature of the content of natural subjects. Accordingly, the professional training of future teachers of natural sciences should be improve in the direction of integrating the knowledge, skills and abilities of students in the process of studying the relevant professional disciplines. It was recommended to introduce integrated disciplines in the process of training future teachers of natural sciences, which will ensure their quality professional training.

scholarly journals Moral and Aesthetic Aspect of the Professional Training of Teachers

2017 ◽  
Vol 4 (1) ◽  
pp. 26-33
Author(s):  
Olena Budnyk ◽  
Oksana Kondur
Keyword(s):  
Interpersonal Communication ◽  
Professional Training ◽  
Conflict Behavior ◽  
Spiritual Values ◽  
Future Teachers ◽  
Professional Activities ◽  
Aesthetic Consciousness ◽  
Emotional Flexibility ◽  
High Level ◽  
And Behavior

The article highlights the results of diagnosis of forming moral and aesthetic component of personal and professional readiness of teachers to educational activities in school. The study of moral and aesthetic readiness of students was conveyed using the method of diagnosis empathetic abilities (V. Boyko), the author's methods of detection of readiness for activities of actional moral and aesthetic sense and personal predisposition to conflict behavior (test K. Thomas). The experiment proved that future teachers have had developed moral ideals and spiritual values; and formed aesthetic consciousness (feelings, attitudes, tastes, needs, feelings) and motivation and are ready for active transformative activities in the system of interpersonal communication. The majority of future teachers who participated in the study display a lack of following formed skills and abilities: attention, perception and thinking focused on the state, problems and behavior of another person; emotional sensitivity, the abilities to observe behavior of a partner, traits that promote openness, the ability to understand another person on the mutual basis due to emotional flexibility and the ability to accept other behaviour. This may adversely affect their future professional activities, including working with neglected pupils and their parents. The author considers that a high level of moral consciousness of a teacher being a unity of rational and sensual aspects to facilitate moral and aesthetic relations in professional collaboration

scholarly journals Component Analysis of Future teachers’ Professional training

2013 ◽  
Vol 2 (2) ◽  
pp. 232-235
Author(s):  
tatyana Khutoryanskaya ◽  
Keyword(s):  
Interdisciplinary Research ◽  
Professional Training ◽  
Professional Competence ◽  
Component Analysis ◽  
Future Teachers ◽  
Component Structure ◽  
Professional Activities ◽  
Components Analysis ◽  
Selection Of

The author presents the results of component analysis of professional training for future teachers. We analyze the component structure of professional training for teachers based on interdisciplinary research that allows to identify target, motivational, informative, operational and resultative components. Analysis and systematization of the collected material show the relation between components of professional training and emphasize the main feature of professional training for future teachers, which is integrity. The author concludes that professional training is a personally- and socially- oriented process, which includes purpose definition, formation of motivation, selection of its content and organization of various types of professional activities, the result of which is a full professional competence of future teachers.

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