scholarly journals ENABLING FUTURE TEACHERS OF PHYSICS TO APPLY INVARIANTS OF EDUCATIONAL AND COGNITIVE ACTIVITIES

2019 ◽  
pp. 95-103
Author(s):  
Oleksandr Ivanytskyi
Keyword(s):  
Professional Training ◽  
Research Work ◽  
Educational Process ◽  
Educational Activity ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Educational Activities ◽  
Physics Teachers ◽  
Teachers And Students

The article examines the concept of invariant which is presented as an indicative framework for teachers and students and describes a sequence of actions which reflect teacher's understanding of future activities. The author identifies a generalized invariant of students’ educational activity methods which corresponds to each element of knowledge: a) activity on knowledge creation; b) recognition of situations that correspond to knowledge; c) reproduction of situations that correspond to knowledge. The article also considers the hierarchy of invariant specialization levels in terms of teacher and students' work in the context of teaching physics notions. To aquire the skill to use educational invariants in their professional activity, future teachers of physics are supposed to do specially selected tasks which enable them to vary the acquired skills and abilities for a more profound learning. To achieve this, students should be provided with guidelines which help them unify educational process and create real situations that reflect their own learning activities. These guidelines are descriptions of invariants to train physics teachers and students. In addition, authorial system of future physics teachers' activities is invariant according to the criteria for evaluation and self-assessment of authorial system components work. Future teachers of physics' skill to use invariants of educational activities was acquired due to the fact that their professional training was based on the context approach which implements a dynamic model of students' educational activity: from their own educational activities (in the form of lectures) through quasi- professional (role and business games) and educational-professional (research work of students, pedagogical practice) to the professional activity of the teacher of physics.

scholarly journals EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF PEDAGOGICAL CONDITIONS FOR INTENSIFYING THE EDUCATIONAL ACTIVITY OF FUTURE TEACHERS-ENGINEERS OF COMPUTER PROFILE IN PROFESSIONAL TRAINING

2020 ◽  
pp. 30-37
Author(s):  
Olha YESIPOVA ◽  
◽  
Mykhailo MEDVID ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Educational Activity ◽  
Internal Quality ◽  
Control Group ◽  
Future Teachers ◽  
Educational Activities ◽  
Experimental Group

Responding to identified shortcomings is components of the internal quality assurance system of a higher education institution. A study of the educational activities of future teachers-engineers of computer profile found that most students are not going to devote their career to teaching, thus preferring engineering. Undoubt- edly, higher education institutions must respond to the requests of stakeholders, especially those seeking higher education. On the other hand, there are requests from employers (educational institutions) for teachers-engineers of computer profile. Therefore, further research was aimed at enhancing cognitive activity primarily by increasing motivation for pedagogical activity. Methods: pedagogical experiment. Results. An experimental test of the effectiveness of pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile in professional training. Originality. The results of the study testify to the effec- tiveness of certain pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile: changes of external motivation to internal will take place if the information and communication technologies are introduced into educational process of studying peda- gogical disciplines; change of position in the educational activity of future teachers-engineers of computer profile in the study of pedagogical disciplines will take place under the condition that students apply a project approach to the organization of their own educational activity; intensification of educational activity due to its correc- tion in future teachers-engineers of computer profile in the process of operative feedback at each stage of educational activity. Comparative analysis of experimental data shows an increase in the percentage of students of the experimental group compared to the control group with a high level of educational activities of future teachers-engineers of com- puter profile in the study of pedagogical disciplines for a stable active position of educational activity – by 34%, internal motivation to study – by 32%, by the ability to plan and organize their own educational trajectory – by 32%, by academic performance – by 25%). When comparing the results before and after the ex- periment: in the control group the empirical values of the criterion χ2 are less than critical, the characteristics of the compared groups coincide at the level of significance of 0.05; in experimental group the empirical values of the criterion χ2 are greater than the critical one, the signifi- cance of the difference in the characteristics of the com- pared groups is 95%.

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 CONTENTS OF METHODICAL TRAINING OF FUTURE TEACHERS-MUSICIANS FOR THE USE OF BELL RINGING MEANS IN PROFESSIONAL ACTIVITY

2021 ◽  
pp. 60-69
Author(s):  
LINA ILCHUK
Keyword(s):  
Extracurricular Activities ◽  
Professional Training ◽  
Music Teachers ◽  
Research Work ◽  
Educational Process ◽  
Academic Disciplines ◽  
Professional Activity ◽  
Future Teachers ◽  
Creative Development ◽  
Professional Activities

The urgency of improving the professional training of future music teachers in connection with the growing public demand for the professional qualities of teachers is substantiated. It is established that the teacher’s search for a new content of education, in particular among ethnopedagogical bell ringing means, the use of non-traditional methods and forms of teaching will promote creative development of an individual, the formation of value attitude to the traditions and customs of his/her nation. The necessity of formation of methodical readiness of future teachers-musicians for the use of bell-ringing means in professional activity is defined. The development of students’ motives for studying bell ringing will be more effective by directing the educational process of art and pedagogical faculties to the development of future music teachers’ bell ringing competencies. The purpose of the article is to highlight the author’s contribution to the content of academic disciplines included in the cycle of professional training of future music teachers, information about bell ringing, as well as to present the methodological content of lectures and practical classes. Among the vectors of innovative adjustments, making changes to the work programs of educational components, the organization of independent extracurricular activities of music students have been defined. The author’s system of semantic additions to the disciplines of the professional cycle of training future teachers of music has been presented. Instructional and methodical materials for lectures, seminars and practical classes, organization of independent work have been developed. The practical value of the paper lies in the presentation of creative, didactic tasks that will contribute to the formation of students’ skills and abilities to use the bell-ringing means in professional activities. Cognitive and research work, excursions, expedition and on field collection of materials about bell-ringing of the region, production of photomontages, slide compositions, video materials, presentations of the developed creative projects have been suggested as extracurricular forms of work. Thus, the introduction of bell-ringing material in the normative and practical component of higher education will make it possible to eliminate contradictions between students’ acquisition of theoretical knowledge and their practical application.

scholarly journals Educational and methodological support for development of emotional intelligence of future teachers of musical art in professional training process

2020 ◽  
Author(s):  
Rakityanska Lyudmyla
Keyword(s):  
Emotional Intelligence ◽  
Professional Training ◽  
Research Work ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Art Teacher ◽  
Different Types ◽  
Intelligence Development ◽  
Professional Disciplines

The article presents the author’s understanding of the concept of “emotional intelligence of a music art teacher” as an integral, personal and professional quality of a future specialist. It contains determination of the content and structure of emotional intelligence of a music art teacher, the peculiarities of its manifestation due to the specifics of professional activity. The content of educational and methodical support for the formation of emotional intelligence of future bachelors and masters of music art in the process of professional training has been revealed. It includes normative and selective professional disciplines; various types of pedagogical practice (educational, psychological and pedagogical, summer pedagogical practice in health camps, teacher training practice in general secondary education institutions, assistant practice in higher education institutions); different types of research work; selective course "Theory and Methods of Emotional Intelligence Development". It is noted that the curricula of all normative and selective disciplines, different types of pedagogical practice as well as the topics of research work of students are enriched with emotional and intellectual component. The developed content of educational and methodological support is implemented in various organisational forms and methods of development of future teachers’ emotional intelligence, which were classified into three groups: general didactic, special, conditioned by the peculiar nature of music and specific, related to the phenomenon of emotional intelligence.

scholarly journals THE SYSTEM OF PREPARING FUTURE PHYSICS TEACHERS FOR THE ORGANIZATION OF STUDENTS’ INNOVATIVE ACTIVITIES.

2019 ◽  
pp. 67-73 ◽  
Author(s):  
Andrii Andrieiev ◽  
Nataliia Tykhonska
Keyword(s):  
Professional Training ◽  
Level Structure ◽  
Educational Process ◽  
Learning Activity ◽  
Professional Activity ◽  
Future Teachers ◽  
Physics Teachers ◽  
Professional Activities ◽  
Innovation Activities ◽  
Research Activities

The article presents conceptual provisions used for preparation of future physics teachers for the organization of students’ innovation activities, which form the basis for the development of a model for training future physics teachers for the organization of students' innovation activities in the educational process. The main idea of this model is to implement a two-component system of training future physics teachers for the organization of students’ innovative activities; its first (educational) component is related to the students’ targeted learning activity in the context of forming readiness for organizing students’ innovation activities; the second (professional) component is implemented in the future teacher’s quasi- professional activities, during which he or she is the organizer of students’ innovation activities. This idea implies the continuity of teacher's professional training and provides for: 1) updating the content of professional training for a future physics teacher by developing educational programs, curricula, programs of disciplines, teaching materials that should take into account the innovative nature of the professional activities accomplished by a future teacher; 2) the use of a three-level structure for preparing future physics teachers for organizing students' innovative activities creates conditions for: appropriate theoretical training of students (first level); acquiring practical skills and experience in implementing innovative activities in the learning process (second level); students aim at organizing their innovative search in the educational process in physics (third level); 3) organization of the educational environment in the conditions of quasi- professional activity of students provides for the approximation of educational activities of future teachers to the forms of their professional activity in order to imitate those elements of pedagogical activity that future physics teachers will have to perform; 4) the use of methods, forms and means of training in the process of vocational training that contribute to attracting students to innovative search during the class and extracurricular forms of work; 5) increasing the role of independent work of students in the educational process by involving them in research activities on the creation and implementation of innovative educational products; 6) creation of conditions for the involvement of students in the leadership of the research work in the process of their preparation for participation in national and international competitions. The model offers a three-level structure for the training of future teachers of physics for the organization of students' innovative activity.

scholarly journals INTERDISCIPLINARY INTEGRATION IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE: LEVELS AND WAYS OF REALIZATION

2021 ◽  
Vol 1 (194) ◽  
pp. 33-37
Author(s):  
Olha Lilik ◽  
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Educational Work ◽  
Third Way ◽  
Research Activities ◽  
Wide Range ◽  
Language And Literature ◽  
Interdisciplinary Integration

The author of article analyzes the peculiarities of the professional training of future teachers of Ukrainian language and literature on the base of interdisciplinary integration. Lilik O. O. explores the problem of the definition of integration in scientific literature, she describes different levels and ways of interdisciplinary integration in vocation training. The author of the article considers interdisciplinary integration within the framework of professional training of future teachers of Ukrainian language and literature at three levels, namely: as integration of content (level of separate disciplines (historical-literary and theoretical-literary, as well as pedagogical and methodical) and educational material); as an integration of methods of activity (ability and skills to operate with material during training, as well as further professional activity); as an integration of values ​​and worldviews (the level of personal and professional worldview of students), the result of which are formed general and professional competencies. The first way is interdisciplinary integration within the classroom (lectures, practical, and laboratory). The second way is integration within the independent work of students. The third way for interdisciplinary integration is the research activities of students, including the writing of term papers and qualifications, which can be performed at the intersection of several scientific and educational disciplines. The fourth way of implementing interdisciplinary integration is the students’ participation in additional forms of organization of the educational process - special seminars, trainings, workshops, master classes, round tables, which can be held within grant activities or be a form of self-education of future vocabulary teachers. The fifth way is educational work at the faculty or the university in general, which involves the organization of various activities. On the basis of the conducted researches Lilik O. О. comes to the conclusion that interdisciplinary integration can be a catalyst for the educational process in higher education, provide comprehensive and thorough training of future teachers of Ukrainian language and literature for professional activities, as it covers a wide range of issues: from theoretical knowledge and practical skills to their personal and professional worldview.

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 FORMATION OF MOTIVATION OF LEARNING ACTIVITY IN STUDENTS DURING PROFESSIONAL TRAINING

2021 ◽  
pp. 16-20
Author(s):  
Nataliya Holovko ◽  
Anna Cherepakha
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Institution ◽  
Young Person ◽  
Educational Process ◽  
Point Of View ◽  
Educational Activity ◽  
Learning Activity ◽  
Professional Activity ◽  
Responsible Attitude

This article explores the problematic form of students, higher education institutions, a responsible attitude to learning. The concept of motivation from the point of view of scientists, the problem of preventing student motivation, emotions, as well as all the motivations that are in the port, and we who provide recommendations to students, as well as the responsibility for training. The professional formation of a young person during studying at a higher educational institution is an important stage in its socialization, where the leading kind of activity becomes educational-professional. Motivation is one of the leading factors in successful learning. But its features and inefficiencies differ at different stages of the educational process through which students go. From the first to the last course education and professional activity and its change of motivation. Experimentally investigated features of the motivation of learning in institutions of higher education of applicants of various courses, found dynamic changes in the dominant motives of learning in a specially organized impact. The results suggest that the motivation of students to succeed during the academic period tends to increase. Their educational activity is influenced by the system of internal motives, which ensures the effective assimilation of the future specialty.

scholarly journals Readiness of future teachers for sociocultural education of children in modern conditions of society development

2021 ◽  
Vol 10 (47) ◽  
pp. 293-300
Author(s):  
Larisa M. Zakharova ◽  
Nataliya Y. Maydankina ◽  
Tatiana A. Chibisova ◽  
Ekaterina S. Subbotina ◽  
Victoria S. Zakharova
Keyword(s):  
Process Design ◽  
Professional Training ◽  
Preschool Teachers ◽  
Human Life ◽  
Preschool Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Cultural Aspects

The modern sociocultural situation of the development of society involves taking into account all aspects of human life in the educational process. Are our students - future preschool teachers - ready to build their activities taking into account socio-cultural aspects. The authors consider the characteristic of readiness, highlighting motivational and value-based component (awareness of the importance of their process, readiness for continuous improvement and professional development, highlighting the values of professional activity), activity-technological component (knowledge of the ways of interaction with the subjects of the pedagogical process, design of the educational and educational process, the use of modern teaching tools (IT), information and knowledge component (knowledge of the specifics of preschool childhood, modern trends in the development of society and education, learning technologies). The study shows the insufficient level of development of the 2nd and the 3rd components of the readiness of future teachers. The proposed methods of professional training of future teachers of preschool education are associated with the use of business games, conducting master classes, studying the technological component of the educational process.

scholarly journals The readiness of future teachers to the implementation of system-activity approach as a pedagogical phenomenon

2019 ◽  
Vol 21 (5) ◽  
pp. 42-60 ◽  
Author(s):  
O. V. Tumasheva ◽  
N. A. Кirillova ◽  
E. A. Mikhalkina
Keyword(s):  
Vocational Training ◽  
Cognitive Activity ◽  
Educational Process ◽  
Educational Activity ◽  
Practical Significance ◽  
Diagnostic Tools ◽  
Professional Activity ◽  
Future Teachers ◽  
Full Member ◽  
System Activity

Introduction. The concept of the Federal State Educational Standard (FSES) involves the ideas of the system-activity approach, according to which a student becomes a full member of the pedagogical process; educational activity is based on the principles of cooperation and mutual understanding. The main purpose of this approach is to promote student’s interest in the knowledge of the world around, to acquaint him or her with the experience of self-education and to bring up a personality with an active living position. Teacher capacity to project and carry out own professional activity with a support on the provisions of system-activity approach is a key prerequisite of successful performance of labour duties in modern realities, indicating the objective need to form related new skills in students of pedagogical higher education institutions. However, the ideology of system-activity approach, the logic and regularities of its implementation at comprehensive school have not yet been sufficiently studied and understood by scientific and pedagogical community. It is necessary to reconsider widespread ideas about the role and functions of the teacher and to make serious corrections to the programmes of vocational training and all components of educational practice.The aim of the article was to study the pedagogical phenomenon “readiness of future teachers for implementation of system-activity approach” and the development of its science-based model.Methodology and research methods. The methodological basis of the research involves the conceptual provisions of the system-activity approach to the organisation of educational process. The analysis, comparison and synthesis of the Russian and foreign scientific literature and the method of modelling were carried out. The methods of open observation, discussion and interview were employed as the main empirical methods of the research.Results and scientific novelty. The peculiarities of application in the teacher’s practice of system-activity approach are designated. The options for interpretation of the main concepts of system-activity approach are analysed; it is proposed to improve the list of concepts by adding the concept of “readiness of future teachers for implementation of system-activity approach”. A structural-informative model of similar readiness is theoretically proved; motivational and axiological, cognitive, activity and reflexive-evaluative levels of such model are identified. The criteria and indicators of competency assessment of pedagogical students in terms of system-activity approach are formulated. The structural and informative model presented by the authors is oriented to provide assistance in completing the content of high school pedagogical programmes required by FSES. Clarification of informative components of the model, taking into account the specialisation of students and specifics of academic disciplines mastered by them, will allow this theoretical construct to be transformed into a matrix form of objectives of teachers’ vocational training.Practical significance. The materials presented in the article set the vector for the development of appropriate procedural and technological activities focused on the formation of necessary competencies in future teachers. The proposed criterial apparatus is the framework for the development of diagnostic tools. 

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