scholarly journals Development of students’ professional readiness to provide emergency psychological assistance

2021 ◽  
Author(s):  
Ю.В. Варданян ◽  
М.А. Кечина ◽  
С.А. Михалкина
Keyword(s):  
Empirical Study ◽  
Initial Level ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
The Future ◽  
Psychological Assistance ◽  
The University ◽  
Development Of Students

В статье рассматриваются проблемы и опыт исследования профессиональной готовности студентов к оказанию экстренной психологической помощи. Анализ публикаций позволил авторам рассмотреть теоретические представления о готовности к профессиональной деятельности с позиций компетентностного подхода к подготовке в вузе психолого-педагогических кадров в контексте приобщения студентов к освоению особенностей оказания экстренной психологической помощи. Авторами приведены данные эмпирического исследования уровня профессиональной готовности студентов к оказанию экстренной психологической помощи и обоснована возможность его существенного совершенствования на основе специально разработанной модели. Доказано, что реализация модели позволяет встроить в образовательный процесс специально созданные модули, обеспечивающие освоение действий, необходимых в процессе оказания пострадавшим экстренной психологической помощи, которые способствуют развитию профессиональной готовности будущего педагога-психолога к его осуществлению. Представленные сведения подтверждают положительную динамику исходного уровня, исследуемого свойства студентов и значимости достигнутых изменений. The article discusses the problems and experience of studying professional readiness of students to provide emergency psychological assistance. The analysis of publications allowed the authors to consider theoretical ideas about readiness for professional activity from the standpoint of a competence-based approach to training of psycho-pedagogical personnel at the university in the context of introducing students to the development of the features of emergency psychological assistance. The authors present the data of an empirical study of the level of professional readiness of students to provide emergency psychological assistance and substantiate the possibility of its significant improvement on the basis of a specially developed model. It is proved that the implementation of the model makes it possible to integrate into the educational process specially created modules that ensure the development of actions necessary in the process of providing emergency psychological assistance to victims, which contribute to the development of professional readiness of the future teacher-psychologist for its implementation. The presented information confirms the positive dynamics of the initial level of the studied property of students and the significance of the achieved changes.

scholarly journals Training teachers of mathematics under the conditions of introduction of the professional standard

2021 ◽  
Vol 26 (4) ◽  
pp. 154-160
Author(s):  
Alyona S. Babenko ◽  
Nataliya L. Margolina ◽  
Tat’yana N. Matytsina ◽  
Kirill Ye. Shiryayev
Keyword(s):  
Educational Program ◽  
Service Sector ◽  
Educational Institution ◽  
Extreme Points ◽  
School Curriculum ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Professional Standard ◽  
The Future

This article belongs to the field of methodological science that analyzes the interaction of school mathematics with the teaching of mathematical disciplines in higher educational institutions, in particular, to students of pedagogical directions. The article presents two extreme points of view on modern education. The first of them perceives education as a kind of value, completely ignoring the relevance of this or that educational program. The second focuses exclusively on the market conditions of the educational program, perceiving an educational institution as an enterprise in the service sector. The authors of the article criticize both extremes, considering the educational process as a phenomenon that combines the features of both value and market phenomena. Further, in the presented work, an attempt is made to answer the question, is knowledge of only the school curriculum of mathematics sufficient for high-quality professional activity in school as a teacher? The authors of the article unequivocally answer this question - no, not enough. A number of examples are given when the knowledge of university special mathematical disciplines not only contributes to a more perfect knowledge of the taught subject in the future teacher, but is also fundamentally necessary for the formation of specific skills and abilities of the future teacher of mathematics. As examples, such mathematical sections as complex numbers, the theory of limits, the construction of counterexamples, projective geometry, etc. The work also provides links to the professional standard of a pedagogue, adopted in 2019.

scholarly journals Diagnostics of the readiness for self-improvement of the future teacher in the conditions of COVID-19

2021 ◽  
Vol 14 (33) ◽  
pp. e16589
Author(s):  
Valentyna Bilyk ◽  
Artem Tkachov ◽  
Ivanna Tkach
Keyword(s):  
Spiritual Development ◽  
Professional Training ◽  
Well Being ◽  
Educational Process ◽  
Future Teacher ◽  
Theoretical Research ◽  
Professional Activity ◽  
Future Teachers ◽  
The Future ◽  
Professional Self

The society's need for competitive specialists capable of solving urgent issues requires focusing efforts on solving the most pressing problems in education in today's pandemic conditions. The psychological and pedagogical literature has repeatedly emphasized the need for self-improvement as a component of self-education of a person in general and a teacher in particular. One of the most important factors in the success of further professional activity is the formation of students' readiness for professional self-improvement. The issues of training future teachers remain topical, because both the intellectual, moral and spiritual development of children and youth, the socio-economic well-being of the country depend on their activities. Since the attention of specialists is focused on the personal potential of a person, the urgent is the problem of the formation of future teachers' readiness for self-improvement in the process of individualization of professional training pedagogical science. For this, the methods of theoretical research of profile sources were used, and also theoretical and ascertaining experiments were carried out. It is proved that the training of a future teacher  should be focused on the personality, the recognition of a person as the highest value in society, and providing conditions for personal self-improvement of the future teacher is one of the priority areas in the educational process of the university

scholarly journals FORMATION OF RESEARCH COMPETENCE OF FUTURE HIGHER SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 100 (1) ◽  
pp. 175-184
Author(s):  
М. В. Роганова ◽  
O. I. Чайка ◽  
С. С. Рашидова
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Competence ◽  
The Future ◽  
Teachers And Students ◽  
The Individual

The article reveals the theoretical aspects of the problem of forming the research competence of future teachers of higher education, which is associated with the transition to a unified European education system and the renewal of the educational process of higher education with an orientation towards the formation and development of the personality of a competent teacher-researcher who owns the technology of scientific and pedagogical activity. The necessity of the development of the intellectual consciousness of the future teacher of higher education, which determines the style of scientific thinking, is substantiated by the main indicators of consistency, dynamism, problematicity, categoricality, reflexivity, evidence, predictability, projectivity, search ability, creativity. The authors have revealed the structure and the content of the research competence of the future teachers of higher education. The structural components of the research competence of future teachers of higher education are highlighted: cognitive, diagnostic, project constructive, technological, reflective, communicative. The pedagogical conditions for the formation of research competence of the future teacher of higher education are scientifically substantiated: motivational and value, creating needs and determining the persistent positive motivation of the future teacher of higher education in mastering research qualities; meaningful and constructive, which combine the individual and technological capabilities of scientific and pedagogical activity and the requirements of the forthcoming professional activity of a teacher of higher education; organizational and pedagogical, determining the establishment and retention of pedagogically expedient relationships between teachers and students, based on cooperation and mutual interest in research; reflexive-corrective, contributing to the analysis, accounting and correction of the process and the result of the formation of research competence in future teachers of higher education.

scholarly journals COMPETENCY-BASED APPROACH IN THE FUTURE TEACHER OF BIOLOGY TRAINING SYSTEM

2018 ◽  
pp. 49-52
Author(s):  
O. VOROBIOVA
Keyword(s):  
Training System ◽  
Educational Process ◽  
Theory And Practice ◽  
Future Teacher ◽  
General Idea ◽  
Professional Activity ◽  
Research Activity ◽  
Starting Point ◽  
The Future ◽  
Competency Based

Іn the article the modern scientific researches on building and development of key competencies in theory and practice of pedagogical science are analyzed. The peculiarities of the professional activity of the teacher of biology through the interrelation of his/her informative, developmental, orientation, mobilizing, constructive, communicative, and organizational and research functions are researched.The analysis of modern approaches in the preparation of the future teacher of biology made it possible to determine leading functions in the educational process of a secondary school: informative, developmental, orientation, mobilization, constructive, communicative, and organizational and research. All functions are interrelated; they complement and refine each other.A large number of researchers prove that the competency-based approach most completely reflects the modern processes in European countries.Taking into account the world experience and needs of the development of the Ukrainian school in the domestic pedagogy, three types of competencies characterizing the results of learning on the basis of a competency-based approach are recognized: key, interdisciplinary and knowledge of subject.The notion of "competency-based approach" refers to the orientation of the educational process on the building and development of the key (basic, main) and substantive competencies of the individual. The result of this process will be the formation of a general competence (professionalism) of a person, which is the integrity of key and substantive competencies, an integrated personality trait. Such a characteristic should be formed in the process of learning and  contain knowledge, skills, attitudes, experience, values and behavioural models of personality.The competency-based approach takes special place in the process of building and development of competencies of the future specialist in the system of higher education. In the scientific sense, the concept of "approach" is interpreted as the starting point for forming the basis of research activity. The general idea of a competency-based approach is competence-oriented education, which aims at the complex of knowledge acquisition and methods of practical activity, through which a person successfully implements himself/herself in various fields of life. The most important specificity of the competency-based approach lies in the fact that not the "ready-made knowledge" transmitted by the teacher is assimilated, but "the conditions of the origin of this knowledge are traced".

scholarly journals Pedagogical reflection as a factor of professional development of future teachers of preschool education institutions

2019 ◽  
Vol 65 (2) ◽  
pp. 135-139
Author(s):  
Iryna Knyazheva
Keyword(s):  
Professional Development ◽  
Social Relations ◽  
Preschool Education ◽  
Educational Process ◽  
Preschool Age ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
The Future

Formation and development of pedagogical reflection in the process of professional development of the future teacher of preschool education institutions to the needs of societyto become creative, able to take personal responsibility not only for the results of their professional activities, for their physical, mental and social health, the formation of the life competence of children of preschool age, but also for their professional self-realization and self-training, the personality of the future professional. The solution of this problem allows us to form, disclose and realize the ability of the future teacher of preschool education to forecast, design, implement and analyze their professional and quasi-professional activities. Analysis of the scientific foundation has allowed, in the broadest terms, to characterize reflection as a mirror, research of the cognitive act, a source of special knowledge, when observation is directed to the internal actions of consciousness; as a person’s ability to self-analyze, understanding and rethinking their subject-social relations with the outside world and as a necessary component of the developed human intelligence. Pedagogical reflection in modern studies is understood as self-analysis by a teacher of his professional activity, behavior, personal and professional experience, is considered in the context of intellectual and communicative processes, and therefore, is characterized by a combination of knowledge, action and experience. They are characterized by specific features that allow to reveal certain aspects of the future teacher’s reflective activity, and at the same time are interrelated and interdependent. The article highlighted the criteria and described the levels of formation of pedagogical reflection of future teachers of preschool education institutions (reproductive, analytical, prognostic, philosophical and constructive) and gave them a qualitative characteristic. The article suggests the forms, means and methods of organizing the educational process of the institution of higher education, contributing to the formation and development of the abilities of the future teacher of the preschool education institution for pedagogical reflection.

scholarly journals THE FUTURE TEACHER OF TECHNOLOGY IS A MORAL AND CULTURAL PERSONALITY IN THE EDUCATIONAL AND UPBRINGING APPROACHES OF EDUCATION

2019 ◽  
pp. 65-69
Author(s):  
I. Zvarych ◽  
N. Prymachenko ◽  
I. Romashchenko
Keyword(s):  
Social Life ◽  
Professional Training ◽  
Industrial Relations ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Economic Knowledge ◽  
Modern School ◽  
The Future ◽  
The Individual

The article deals with the main ideas and principles of the problem under investigation; outlines the main professional abilities and competencies and implementing the methodological support into the educational process, which contributes to the effective formation of moral culture among future teachers of technology. According to leading scientists, the orientation of the higher school to the modern and even advanced level of development the socio-industrial relations in the specialists' training is possible only subject to the study of these requirements, because of the study of this specialist. The search for improvement of the professional training of the future teacher is a problem, the urgency of which is conditioned by the tendency of the requirements for the professional activity of the teacher. The modern education of Ukraine is aimed at providing the students with the necessary knowledge, development of skills and abilities. During the training period, the future teacher should submit a lot of factual material. It is necessary to highlight the economic knowledge of most graduates of schools that have a theorized character, detached from reality, and, as a result, young people cannot resist the negative effects of a market economy. This is evidenced by the realities of the present; a part of the youth cannot be competitive in the labor market, due to lack of practical skills, moral and ethical education, the level of culture of communication and business etiquette of labor activity. In order to solve these tasks, an active implementation into the educational process of educational institutions, in particular pedagogical, disciplines of economic direction, is carried out. The researches show that a modern school needs teachers of technologies with a broad world outlook that possess not only a system of integrated knowledge of technological, psychological and pedagogical, methodical character, but also deep economic thinking. The establishments of higher education creating the cultural potential of the individual, designed to determine the way of its self-realization, the subjective content of its productive activities. Dependence of the level of formation and characteristics of the culture of the individual can vary in specific types and spheres of social life.

scholarly journals LEGAL PRINCIPLES FOR DEMOCRATIZATION OF CONSCIOUSNESS IN THE FUTURE TEACHER OF ENGLISH

2021 ◽  
pp. 179-184
Author(s):  
Olha Kobriy ◽  
Mariana Broda
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Individual Characteristics ◽  
Educational Process ◽  
Social Needs ◽  
Future Teacher ◽  
Professional Activity ◽  
The Future ◽  
Legal Competence ◽  
Positive Motivation

Democratization of consciousness in the future teacher is manifested in aspirations to take into account his individual characteristics, national traditions, today’s social needs, to ensure student development and upbringing, to contribute to the renewal of society and education. Legal bases for this process refer first of all to the teacher’s legal competence. Therefore, the purpose of the article is to determine content lines and substantiate pedagogical possibilities of the legal competence in the future teacher of English in order to ensure the democratization of his consciousness. The following research methods have been used for this purpose: general scientific, empirical, functional-structural, holistic-integrative and prognostic. The content lines in the development of legal competence in the future teacher of English are as follows: positive motivation for democratization of this process, basic teacher training on legal aspects, meeting the needs for self-fulfilment and performing professional activity in accordance with the rule of law, broadening the experience of public behaviour which exposes pedagogical possibilities of the teacher legal competence. The identified content lines and factors of ensuring positive motivation for democratization of pedagogical education (personality orientation of this process, taking into account individual characteristics and stimulation of the corresponding behaviour) help to define the important result of teacher training – teacher’s democratic consciousness, which presupposes the use of principles of legality and respect for the rights of others in various situations. In practical life, it is embodied while doing teaching practice, learning regulatory documents, establishing partnership relations between the participants of the educational process. Legal competence of a teacher helps to qualitatively organize one’s own professional activity according to the norms of law, to gain more civic experience, to maintain connection with the European direction of professional improvement.

scholarly journals Conditions for the formation of future primary teachers' self-expression culture in the educational process of the university

2020 ◽  
pp. 205-214
Author(s):  
Elizaveta Omel'čenko
Keyword(s):  
Professional Training ◽  
Primary Teachers ◽  
Educational Process ◽  
The Self ◽  
Primary Teacher ◽  
Professional Activity ◽  
Primary School Teachers ◽  
Professional Activities ◽  
The Future ◽  
The University

The article deals with the problem of the formation students' self-expression culture who are preparing to be primary school teachers. The author's view is presented on the conditions created in the educational process of the university, in which the future young specialists' self-expression culture acquires the characteristics necessary for successful professional activity. Such conditions include the development of basic educational programs of professional training, which are based on the ideas of developing a the future students' self-expression culture PEO, the introduction of subjects that characterize the self-expression culture of the teacher, peculiarities of its formation; organization of students' activities in the academic and extracurricular time with involvement in situations where they can express themselves according to their personal preferences and the requirements of their professional activities; methodological support of vocational training, containing materials that reveal questions about the teachers' self-expression culture and its formation. It is emphasized that the success of the students' education, the formation of their characteristics of the self-expression culture depends on what features of the self-expression culture are demonstrated by the primary teacher to them.

scholarly journals APPLICATION OF COMPUTER MATHEMATICAL TOOLS IN PROFESSIONAL PREPARATION OF FUTURE TEACHERS OF MATHEMATICS

2018 ◽  
pp. 60-73
Author(s):  
Olena Semenikhina ◽  
Volodymyr Proshkin ◽  
◽  
Keyword(s):  
Information Technologies ◽  
Positive Influence ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Mathematical Tool ◽  
Dynamic Changes ◽  
Mathematical Objects ◽  
The Future ◽  
Dynamic Mathematics

The article deals with the problem of improving the quality of the future teacher of mathematics by means of information technologies. There are two classes of software tools of mathematical direction such as 1) systems of computer mathematics which use traditional notation and methods of writing formulas (Maple, MatLab, Maxima, etc.), these systems are particularly effective in solving various applications, primarily mathematical modeling tasks in science and technology; 2) programs of dynamic mathematics which provide the possibility of dynamic changes of the original mathematical design, the study of the set of its numerical characteristics or their relations in dynamics (GeoGebra, Cabri, Mathkit, and the like). It is established that under the programs of dynamic mathematics it is necessary to understand the means of computer visualization of mathematical knowledge, which provide dynamic operation of various mathematical objects and the possibility of operative obtaining information about their properties. The term "computer mathematical tool" is specified as a virtual mechanism or algorithm of a computer program, or the program itself, which is used to create or study mathematical objects or their components through the numerical and geometric characteristics of the objects themselves. The methodical features of the use of computer mathematical tools have been distinguished: the possibility of dynamic changes in the drawing and observation of the trajectories of individual points opens the way for organizing the experimental and creative activity of all participants in the educational process; the ability to pre-install the tools or to expand the toolkit that simplifies the process of building or limiting tools; the computer frees the teacher from a debilitating check of the construction, and so on. The results of the experiment related to the study of the influence of the programs of dynamic mathematics on the level of academic students’ achievements have been presented. The positive influence of the use of dynamic mathematics programs and the corresponding mathematical tools on the level of mathematical preparation of schoolchildren has been proved. The necessity of preparing the future teacher of mathematics for using this tool in the process of professional activity has been indicated. The requirements of the standard of pedagogical education, the needs of school maths in the main school and the distribution of computer tools within the framework of training a modern mathematics teacher have been specified.

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