TO THE PROBLEM OF FORMING PROFESSIONAL CULTURE OF FUTURE TEACHERS OF ENGLISH IN THE CONDITIONS OF INNOVATIVE TRAINING

The purpose of this article is the theoretical justification, development and implementation of the methodology for the formation of the professional culture of future English teachers in the context of innovative learning. The objectives of the study are to disclose the pedagogical prerequisites for the formation of a professional culture of future English teachers in higher education, to consider innovative learning as a form of activity in the formation of a professional culture of future teachers and to classify effective methods and technologies for the formation of a professional culture of future English teachers in the context of innovative teaching .

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Application and Challenges of Micro-lessons in College English Teaching

Journal of Contemporary Educational Research ◽

10.26689/jcer.v4i3.1119 ◽

2020 ◽

Vol 4 (3) ◽

Author(s):

Shaojie Wu

Keyword(s):

Higher Education ◽

Teaching Method ◽

English Teachers ◽

Colleges And Universities ◽

Innovative Teaching ◽

College English ◽

English Teaching ◽

Teaching Situation ◽

Micro Learning ◽

Innovative Teaching Method

In higher education, English has always been the focus of teaching, and college English teaching must be vigorously innovated. Through the analysis of the English teaching situation in some colleges and universities, we discovered that micro-lessons an innovative teaching method, has been applied to a certain extent, but the circumstances under which micro-lessons are applied are not favorable. Many college English teachers recognize the value of micro-learning applications, but the shortcomings in the teaching also cause many challenges in the application of micro-lessons. This article will analyze the application value and specific challenges of micro-lessons in college English teaching, and propose some suggestions on the application of micro-lessons.

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Innovative potential of the youth creative development at the university stage of professional formation

Bulletin of the Karaganda University. Pedagogy series ◽

10.31489/2020ped4/24-32 ◽

2020 ◽

Vol 100 (4) ◽

pp. 24-32

Author(s):

Z Kulsharipova ◽

◽

G Mardenova ◽

R Astanov ◽

A Zhantlessova ◽

...

Keyword(s):

Higher Education ◽

Professional Development ◽

Young People ◽

Psychological Adaptation ◽

Creative Development ◽

Innovative Teaching ◽

Higher Education System ◽

Advantages And Disadvantages ◽

Innovative Learning ◽

The University

One of the main directions of modern higher education is the preparation and development of a future specialist as a highly educated, integrated person with a high level of competence, able to build and fulfill creatively his human and social goals regardless of growing tasks. «In accordance with the requirements of society, the state and the labor market, the higher education system is necessary to ensure the education of young people capable to create professional development in the context of automation and modern advanced technologies. An analysis of the scientific and methodological literature shows that young people at the stage of professional development at the university stage are not independent enough and are not informed about the choice of profession insuffi-ciently. Creative development of students in the process of professional development will solve the problem of reproduction and development of human resources in the country effectively. The article explains the concept of «psychological adaptation» including «professional skills» and also discusses some innovative teaching methods at universities. The main approaches to the introduction of innovations in modern higher education are analyzed. It also identifies the differences between traditional and innovative learning and shows the choice of innovative didactic goals, as well as the advantages and disadvantages of using certain methods.

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ORGANIZATION OF STEAM LESSONS IN THE INNOVATIVE CLASSROOM

OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY ◽

10.28925/2414-0325.2020.8.9 ◽

2020 ◽

pp. 88-106

Author(s):

Nataliia Morze ◽

Viktoriia Vember ◽

Mariia Boiko ◽

Liliia Varchenko-Trotsenko

Keyword(s):

Educational Process ◽

Future Teachers ◽

Classroom Organization ◽

Innovative Teaching ◽

Primary School Teachers ◽

Innovative Technologies ◽

Advantages And Disadvantages ◽

Steam Education ◽

Innovative Learning ◽

Teachers Training

The article outlines the problem of future teachers preparation for implementation of STEAM education with the help of innovative learning models and new approaches to organization of educational process. The authors carried out the analysis of innovative classroom utilization peculiarities for organization of STEAM training of future teachers on the basis of innovative pedagogical technologies utilization and innovative forms of students’ learning activities organization that are based on the rotation model. In particular, objects of STEAM learning ecosystem were defined as well as the place and the role of learning environments there exemplified by innovative classroom (ICR). The article represents the results of the research on educational trends, innovative pedagogical technologies and methods of innovative classroom organization which will satisfy the needs of the learning process participants. These results are based on the survey where 198 students of Borys Grinchenko Kyiv University took part. Characteristics of innovative classroom, approaches to organization of ICR depending on the number of rotation stations, rotation models, their advantages and disadvantages are described. There is a description of innovative classroom in Borys Grinchenko Kyiv University which is designed as an educational centre for preparation of future primary school teachers, training teachers in the sphere of innovative technologies, in particular, to implement tasks of STEAM education. The practical part of the research is in description of STEAM lesson organization in the innovative classroom using the example of the training carried out using innovative classroom equipment, mentioned innovative technologies and models. The participants of the training had to perform a learning project using inquiry-based method where each stage of the project had to be fulfilled on a definite rotation station of the innovative classroom. The research leading to these results received, within the framework of the Modernization of Pedagogical Higher Education by Innovative Teaching Instruments. MoPED – KA2 CBHE – 586098-EPP-1-2017-1-UA-EPPKA2-CBHE-JP.

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MOTIVATION OF FUTURE GEOGRAPHY TEACHERS TO LEARNING ACTIVITIES

Academic Notes Series Pedagogical Science ◽

10.36550/2415-7988-2020-1-190-19-23 ◽

2020 ◽

Vol 1 (190) ◽

pp. 19-23

Author(s):

Oksana Voitovych ◽

Keyword(s):

Higher Education ◽

Cognitive Activity ◽

Educational Process ◽

Learning Activities ◽

Professional Activity ◽

Future Teachers ◽

Educational Activities ◽

Innovative Teaching ◽

Motivation For Learning ◽

The Right

The article presents a research of motives for choosing a profession and motives for educational activities of future teachers of geography. An anonymous survey was conducted among second- and fourth-year students majoring in Secondary Education (Geography) to determine the motives for choosing a profession. Summary data indicate, that the choice of profession of students was influenced by social motives, which are based on the importance of the graduate to get a higher education and preferably at the expense of the state. Fourth-year students have a positive inner motive, which is based on the fact that they like the profession and they made the right choice. In the structure of motives of the educational activities of second-year students prevail external factors, which are determined by the desire to receive positive grades for exams and as a result have a diploma of higher education. Fourth- year students note the importance of obtaining in-depth professional knowledge and the opportunity to become a highly qualified specialist, characterized by intrinsic motivation to study. Increasing students' motivation for learning activities is possible with taking into account the following factors: introduction of innovative teaching methods in the educational process of training future teachers of geography, which stimulate students' cognitive activity and ensure the application of theoretical knowledge in specific practical situations; ensuring the right to academic mobility by involving students in research, international internships, etc.; formation of interest in future professional activity through the use of various forms of education; activation of independent work of students during the implementation of research tasks that are closely related to future professional activities; conducting a systematic survey among students on the quality of education, taking into account student suggestions for improving the educational process; involvement of students in scientific circles, preparation of publications for participation in domestic and foreign conferences; conducting regular meetings with teachers-practitioners, teachers-innovators to increase the status of the chosen profession and understanding its tasks; conducting psychological trainings on the ability to restore their psycho-emotional state, control emotions, be tolerant, prevent conflict situations.

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The Training of the Fufure Teachers of Ukrainian Language and Literature by Means of Interactive Studying Techniques

Professional Education: Methodology, Theory and Technologies ◽

10.31470/2415-3729-2020-11-248-269 ◽

2020 ◽

pp. 248-269

Author(s):

Tetiana Rybchenko Keser

Keyword(s):

Higher Education ◽

Interactive Learning ◽

Educational Institution ◽

Learning Technologies ◽

Educational Process ◽

Project Work ◽

Future Teachers ◽

Learning Methods ◽

Main Research ◽

Language And Literature

The article focuses on the theoretical and methodological aspects of the use of interactive learning and its advantages over traditional learning. The use of interactive learning in both secondary and higher education is analyzed. The research goal is to theoretically substantiate and highlight the introduction of methods of the model of training future Ukrainian language and literature teachers by means of interactive learning technologies, as well as to determine the factors of their choice. The main research methods used were analysis, generalization and modeling, observation, synthesis, systematization. The results of the conducted research allowed the author to reveal the qualities that a future teacher of Ukrainian language and literature should possess; to describe some pedagogical problems of training the future teachers of Ukrainian language and literature by means of interactive learning technologies.The benefit of this study is the defined content of interactive learning, which is believed to be a specially organized comfortable mutual learning of participants of the educational process as equal its subjects, which provides for their continuous active interaction, during which each of the students realizes and reflects all its knowledge and actions, feels successful and intellectually capable. The author identified such interactive learning methods of the model of training future teachers of Ukrainian language and literature in higher education institutions as: trainings, educational discussions; game technologies; interactive lectures: problem lectures, lecture-visualization, binary lecture, lecture-press conference, round table, cases, brainstorming. Moreover, the most used interactive learning methods of training future teachers of Ukrainian language and literature in universities are given and theoretically grounded; they are training, discussion, role playimg, method of «Spoiled phone», method of «remote project work Minecraft», «Сourt hearing», «Augmented reality», use of presentations. The author highlights their introduction into the work of the National Pedagogical Dragomanov University, states the positive aspects of interactive learning compared to classical one, determines seven factors for the choice of methods. As a result the author makes a conclusion that the use of interactive technologies not only contributes to the creation of an atmosphere of cooperation and mutual understanding in the educational institution, but also implements the basic principles of personality-oriented learning.

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Restructuring higher education class format to better prepare future teachers to offer hands-on science learning to their students

10.1002/essoar.10500922.1 ◽

2019 ◽

Author(s):

Corinne Brevik

Keyword(s):

Higher Education ◽

Science Learning ◽

Future Teachers ◽

Education Class ◽

Hands On

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Formation of ICT-competence of Philology students with the innovative teaching aids in the distance education

EUROPEAN HUMANITIES STUDIES: State and Society ◽

10.38014/ehs-ss.2020.3-2.09 ◽

2020 ◽

pp. 120-134

Author(s):

Lyudmyla PIDKAMINNA

Keyword(s):

Distance Education ◽

Information And Communication Technologies ◽

Educational Practice ◽

Educational Process ◽

Learning Tools ◽

Remote Work ◽

Innovative Teaching ◽

Teaching Aids ◽

Ict Competence ◽

Innovative Learning

The article is devoted to the study of the processes of formation of ICT competence of students of philology with the help of innovative teaching aids in the conditions of distance education. The peculiarities of innovative teaching aids in the process of remote work are clarified, their influence on the formation of ICT competence of students-philologists is studied, the interrelation between the processes of using innovative teaching aids in educational practice and formation of ICT competence of future teachers is analyzed. The study conducted a survey among students on the effectiveness of distance learning, the features of the introduction of information and communication technologies in the educational process and the use of related innovative learning tools, as well as on improving skills and abilities to work with Internet resources, learning platforms. The use of innovative tools for the training of teachers of philology significantly deepens the effectiveness of teaching, creates a ground for the disclosure of their creative potential, teaches to create original educational content, to interact effectively with others.

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EDUCATIONAL AFFORDANCES IN A FRAMEWORK USING COMPUTER SUPPORTED COLLABORATIVE LEARNING FOR INNOVATIVE TEACHING AND LEARNING IN HIGHER EDUCATION

10.21125/iceri.2021.1542 ◽

2021 ◽

Author(s):

Fotini Paraskeva ◽

Vasiliki Karampa ◽

Ioanna Christolouka ◽

Konstantina Kampoli

Keyword(s):

Higher Education ◽

Collaborative Learning ◽

Teaching And Learning ◽

Computer Supported Collaborative Learning ◽

Innovative Teaching

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University Pedagogy: A New Culture is Emerging in Greek Higher Education

International Journal of Higher Education ◽

10.5430/ijhe.v6n3p147 ◽

2017 ◽

Vol 6 (3) ◽

pp. 147 ◽

Cited By ~ 3

Author(s):

Katerina Kedraka ◽

Georgia Rotidi

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Crucial Point ◽

Innovative Teaching ◽

University Culture ◽

Self Reflection ◽

Reflective Process ◽

Alternative Teaching ◽

Teaching Role ◽

Professional Profile

The aim of this paper is to highlight University Pedagogy as a field that focuses on academics’ teaching role in Greek higher education. EU has recognized the need of improvement of the teaching skills of academics and urges the member states to recognize them as an important element of their professional profile. Only recently academics in Greece have launched the debate on innovative teaching and learning methods and practices. A Symposium that took place in 2016 and a significant empirical research are presented, because they are considered to mark the beginning of an emerging university culture, which incorporates the concern on teaching and learning excellence within higher education approaches in our country. The results of these initiatives indicate that critical self-reflection on teaching can lead to the transformation and to the adoption of alternative teaching practices, since the critically reflective process is a crucial point for the enhancement of an academic’s pedagogical, curricular and instructional knowledge.

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Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

Journal of Studies in Education ◽

10.5296/jse.v6i2.8700 ◽

2016 ◽

Vol 6 (2) ◽

pp. 180

Author(s):

Nosisana Patricia Mkonto

Keyword(s):

Higher Education ◽

Learning Styles ◽

Learning Style ◽

Learning Process ◽

Assessment Tool ◽

Learning Experiences ◽

Active Role ◽

Learning Needs ◽

Diverse Learning ◽

Innovative Learning

Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles. Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences.

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