scholarly journals BUSINESS GAME AS A MEANS OF DEVELOPING PROFESSIONAL COMPETENCIES OF FUTURE TEACHERS

2020 ◽  
Vol 65 (1) ◽  
pp. 170-174
Author(s):  
A. Elkeeva ◽  
◽  
K. Kiyassova ◽  
Keyword(s):  
Effective Means ◽  
Educational Process ◽  
Self Concept ◽  
Professional Competencies ◽  
Creative Activity ◽  
Future Teachers ◽  
Teaching Business ◽  
Business Game ◽  
The Subject ◽  
Pedagogical Literature

In this article, the authors analyze the possibilities of using the system of business games in the educational process of pedagogical universities. The author substantiates the idea that the business game is one of the methods of activating the creative activity of students and at the same time, an effective means of developing the professional qualities of future teachers. Business games help to increase students ' knowledge, develop interest in the subject, research and creative skills, and allow future teachers to form both General and professional competencies. Based on the analysis of pedagogical literature, the authors come to the conclusion that as a form of communication and a method of teaching, business play plays an important role in the formation of students ' own "Self-concept", the implementation of professional game tasks in the educational process of pedagogical universities

scholarly journals THEORETICAL FUNDAMENTALS OF FORMATION OF PROFESSIONAL COMPETENCIES OF STUDENTS OF NON-LANGUAGE FACULTIES IN THE PROCESS OF INDEPENDENT WORK DURING EDUCATION

2021 ◽  
pp. 290-304
Author(s):  
Olena Tsvietaieva
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Effective Means ◽  
Educational Process ◽  
Language Training ◽  
The Subject ◽  
State Educational ◽  
Independent Work ◽  
Pedagogical Literature

Modernization of education and introduction of new state educational standards determine the formation of independent work of students as a leading form of organization of the educational process. In this regard, the problem of organizing independent work and its methodological support becomes especially important. The purpose of this study is to determine the pedagogical conditions for the organization of independent work of students in a foreign language in non-language faculties. The subject of the study was chosen independent work with a foreign language as a means of language training for students of non-language faculties. In this work the array of psychological and pedagogical literature was analyzed and the role of independent work as an effective means of professional training of students was determined. Also, the author of this study identified the pedagogical conditions for the organization of independent work in the process of professional training of students and identified the types of effective independent work and their implementation in the process of language training of students.

scholarly journals ON THE QUESTION OF THE FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE CORRECTIONAL TEACHERS IN THE PROCESS OF PRODUCTION PRACTICE

2021 ◽  
pp. 9-20
Author(s):  
Милена Аванесовна Акопова ◽  
Инна Васильевна Плюснина
Keyword(s):  
Vocational Education ◽  
Educational Process ◽  
Professional Competencies ◽  
Professional Activity ◽  
Control Group ◽  
Practical Implementation ◽  
Practical Training ◽  
Future Teachers ◽  
Additional Training ◽  
Training Modules

Введение новых федеральных государственных образовательных стандартов среднего профессионального образования требует определенных изменений в организации образовательного процесса, в частности его большей практикоориентированности. Современная педагогическая практика остается фактически единственно доступным вариантом получения первичного опыта будущих педагогов. Между тем, несмотря на всю их значимость, многие исследователи отмечают пробелы в ее организации, что сказывается и на уровне развития профессиональных компетенций выпускников. Целью представленного исследования является изучение особенностей развития профессиональных компетенций будущих учителей начальных классов и начальных классов КРО в процессе прохождения производственной педагогической практики. В качестве материалов изучения были использованы работы, посвященные рассмотрению вопросов производственной педагогической практики в различных образовательных учреждениях, а также результаты экспериментального исследования на основе модульных технологий. Представлены данные психолого-педагогического исследования по развитию профессиональных компетенций студентов-педагогов, в основу которого положена разработка дополнительных учебных модулей, ориентированных на самостоятельную практическую работу студентов, в частности в рамках практической подготовки. Методами исследования, помимо теоретического анализа, выступили психолого-педагогический эксперимент, анкетирование, методы статистической (количественной) и качественной обработки данных. Описаны результаты диагностики ожидаемого и субъективного роста уровня развития профессиональных компетенций по результатам прохождения производственной практики. The problem of improving the quality of training of future teachers remains relevant, despite numerous reforms in the field of vocational education. Employers, when assessing the competencies of graduates of pedagogical colleges and universities, note the lack of practical training. The graduates themselves note the difficulties in solving many practical issues that arise in the first days of their professional activity. The introduction of new federal state educational standards for secondary vocational education requires changes in the practiceoriented educational process. Modern pedagogical practice remains in fact the only available option for obtaining the primary experience of future teachers. However, many researchers note gaps in the organization of practical training of students. This affects the level of development of professional competencies of graduates. The data of the psychological and pedagogical research on the development of professional competencies of students-teachers are presented in the article. Our research is based on the idea of developing additional training modules aimed at independent practical work of students. Additional training modules offered to students included theoretical information, independent work aimed at creating a methodological development and its practical implementation. During the implementation of the experimental study, the authors diagnosed the expected and subjective increase in the level of development of professional competencies (based on the results of practical training). The results showed that the students who entered the experimental group and performed additional tasks in the course of practice in the studied modules had a slightly higher subjective assessment of the increase in the level of development of professional competencies after the internship than the students of the control group. Further research on these issues will provide more accurate data.

scholarly journals FORMATION OF DIGITAL AND INNOVATIVE COMPETENCIES IN FUTURE TEACHERS OF PRIMARY SCHOOL USING TECHNIQUE EBRU

2021 ◽  
pp. 201-214
Author(s):  
Oleksandra Shkurenko ◽  
Olena Sakaljuk ◽  
Serhii Stetsyk
Keyword(s):  
Primary School ◽  
Educational Process ◽  
Innovative Activity ◽  
Creative Activity ◽  
Future Teachers ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Digital Competencies ◽  
High Level

The article contains a review of modern approaches to the formation of innovative and digital competencies of future primary school teachers; the essence of the concept of "innovative competence of a teacher" is revealed; the indicators of readiness of the future primary school teacher for introduction of innovations at school are defined, the classification of levels of innovative activity of future teachers is considered. The need for innovations in the activities of future primary school teachers is justified. This will lead to qualitative changes in the educational process in educational institutions, as well as the approximation of the results of their activities to the standards of the European educational space. The authors of the article pay attention to the description of digital competence of a teacher in accordance with the Education Development Concept and the European Framework of Reference on Digital Competence. It is stressed upon the importance of introducing scientific and technological, creative and informational innovations into the pedagogical process. It is forcasted the necessity of forming of primary school teachers' professional readiness for innovative activity. Optimal conditions for future teachers to search, to select and to use digital and innovative tools in the educational process are defined. The practical lesson helps: to form the knowledge of future primary school teachers about the technique of ebru as a technology of drawing on water; ability to formulate creative ideas; to develop artistic and technical talent, technical thinking in the process of creative activity, artistic perception (sense of colour, shape, emotional expressiveness of the object); ability to apply knowledge of ebru technology when planning their own professional activities. The lesson gives an opportunity to possess polytechnic skills as to organize the workplace, to plan the work process, to carry out technological operations using ICT tools to exchange messages and to organize cooperation in solving educational, research and practical tasks. The authors searched for and implemented the formation of digital and innovative competencies of primary school teachers the technique of drawing on the water ebru. Achieving a high level of future primary school teachers formation of innovative and digital competencies is possible when there are having the following qualities: high level of creativity, creative potential of teachers; the existence of professional and motivational readiness for innovation in education; performance of a set of educational tasks aimed at increasing the creative activity of students. The method of formation of innovative and digital competencies presented in the article can be adapted to the use of other technologies and techniques, such as origami, isothread, vapplique, embroidery, etc. Finding out the levels of awareness of students about the use of water painting techniques at the beginning and at the end of the lesson allow the authors to confirm the successful achievement of the purpose and objectives of the lesson.

scholarly journals Criteria for the effectiveness of teaching technologies in modern practices of professional training of teachers

2021 ◽  
Vol 98 ◽  
pp. 01008
Author(s):  
Irina Krishtofik
Keyword(s):  
Professional Training ◽  
Survey Methods ◽  
Learning Technologies ◽  
Educational Process ◽  
Professional Competencies ◽  
Future Teachers ◽  
Innovative Teaching ◽  
Moscow City ◽  
The Right ◽  
Practice Development

The study presents results of the “Study of the features of the influence of teaching technologies at a university on the formation of professional competencies of students and graduates of a pedagogical university”, carried out based on the Moscow City University in 2018–2019. The prerequisite for the study is a situation when education is increasingly beginning to be built around requests from the future, in which people study all their lives and act in a constantly changing world. Therefore, the educational process in a modern pedagogical university is focused on such requirements as complexity, adaptability, practicality, integration into society and the economy, and focus on the needs of students and their future employers. In a university that implements an innovative teaching model, a variety of teaching technologies are used; teachers have the right to freely choose the forms and means of teaching, in connection with which the problem of the effectiveness of the use of teaching technologies is actualized. One of the purposes of the study is to identify criteria for the effectiveness of teaching technologies in the process of forming the professional competencies of future teachers. As a result of the use of survey methods, content analysis, focus groups, and case analysis, 12 criteria were identified: feasibility of using teaching technology, flexibility in application, portability of practice, development of pedagogical thinking, development of soft skills, focus on “self-processes” and “proprocesses”, interactivity, practical orientation, as well as digitalization, resource intensity, and efficiency. The results make it possible to analyze and evaluate the effectiveness of teaching technologies in the practice of training future teachers. The novelty of the work and its results are determined by an original approach to identifying criteria for the effectiveness of learning technologies in the educational process of a pedagogical university.

scholarly journals FORMATION OF PROFESSIONAL COMPETENCIES OF THE FUTURE TEACHERS BY MEANS OF A COMPUTER-BASED METHODOLOGY: INVESTIGATIONAL APPROACH

2018 ◽  
Vol 67 (5) ◽  
pp. 121 ◽  
Author(s):  
Valentyna I. Bobryts’ka ◽  
Svitlana M. Prots’ka
Keyword(s):  
Bachelor's Degree ◽  
Educational Process ◽  
Professional Competencies ◽  
Structural Components ◽  
Future Teachers ◽  
Bottom Line ◽  
Learning Content ◽  
The Future ◽  
Computer Based ◽  
General Scientific

The article validates feasibility of the investigational research of the problem of formation of the future teachers’ professional competencies by means of a computer-based methodology; it determines the author’s approach to the interpretation of the essence of the computer-based methodology for the formation of professional competencies of the future teachers; it specifies the structural components of the computer-based methodology of formation of professional competencies of the future teachers: goals (objectives) of learning, content of learning, forms of educational process organisation, methods and tools of learning; it specifies the most effective traditional and computer-based forms, methods and tools of learning of Pedagogical disciplines for the students obtaining a Bachelor’s degree. This article discusses the interconnectedness of open source education and tools of the computer-based methodology for the formation of professional competencies of the future teachers; it reveals the structural components of professional competencies (subject-learned area, information and digital, communicative, personality, creativity) of the future teachers; works out the criteria (motivation-based and goal-setting, professional and cognitive, vocational and cognitive, reflexive and evaluational components), indicators, and levels (based on the analysis level, elementary (reproductive) level, creative (advanced) level) of formation of professional competencies of the future teachers in the settings of educational process at higher education institutions; highlights a complex of general scientific theoretical, empirical and statistical methods and consolidated results of a pedagogical investigation (analytics and search, experimental (ascertaining and formative) and bottom-line and correctional stages) on the study of the problem of the formation of professional competencies of the future teachers by means of the computer-based methodology in the settings of learning the disciplines of Pedagogy.

scholarly journals UPDATED CONTENT OF EDUCATION IN TERMS OF CRITERIA-BASED ASSESSMENT OF STUDENTS ' EDUCATIONAL ACHIEVEMENTS

2020 ◽  
Vol 65 (1) ◽  
pp. 83-87
Author(s):  
K. Meterbaeva ◽  
◽  
K. Kiyassova ◽  
Keyword(s):  
Educational Process ◽  
Professional Competencies ◽  
Scientific Article ◽  
Future Teachers ◽  
Educational Activities ◽  
Educational Achievements ◽  
Professional Evaluation ◽  
Criterion Approach

This scientific article discusses the assessment as a necessary component of the educational process, which is information about the progress of students at the current and final stages of training. The authors show the possibility of using the criterion approach by future teachers in the professional evaluation of educational activities of students. In accordance with this, on the basis of the shown necessary professional competencies of future specialists, an attempt is made to develop and present criteria for assessing the quality of the educational process. The components, main tasks and advantages of criteria evaluation are revealed

scholarly journals USING BUSINESS GAMES IN THE PROCESS OF IMPROVING THE SKILLS OF TEACHERS OF GEOGRAPHY

2018 ◽  
pp. 62-66
Author(s):  
Галина Самигуллина ◽  
Galina Samigullina
Keyword(s):  
Retrospective Analysis ◽  
Educational Process ◽  
Advanced Training ◽  
Comprehensive Review ◽  
Process Creation ◽  
Norms And Values ◽  
General Field ◽  
Pros And Cons ◽  
Business Game ◽  
The Subject

The content of the study is based on a retrospective analysis of advanced training of teachers of geography. The leading approach (or method) to the study of this problem is the methodology of the business game "Export of Russia: pros and cons", which allows a comprehensive review of General pedagogical and particular problems. The article substantiates the use of business games to solve professional problems that arose in the method of teaching the subject; destruction of objective isolation of participants of educational process, creation of the General field of working norms and values in the atmosphere of professional enrichment; realization of competence paradigm of education, formation of communicative competences. The materials of the article are of practical value to teachers of geography, teachers-andragogues.

scholarly journals THE SUBJECT “UNIVERSITY EDUCATION AND ACADEMIC WRITING” IN THE PROCESS OF TRAINING FUTURE TEACHERS OF THE EDUCATIONAL FIELD “ART”

2020 ◽  
pp. 96-107
Author(s):  
N. Sulaieva ◽  
V. Irkliienko
Keyword(s):  
Academic Writing ◽  
Educational Institution ◽  
Legal Framework ◽  
Educational Process ◽  
University Education ◽  
First Year ◽  
Future Teachers ◽  
First Year Students ◽  
The Subject ◽  
Educational Field

The paper substantiates the expediency of introducing the subject “University Education and Academic Writing” into the process of training future teachers of the educational field “Art”. The purpose, objectives of the course, and the results of educational activities are covered. Attention is focused on the first module of the subject “University Education” and its particular topics. It is emphasized that the first-year students of the higher pedagogical educational institutions consider the current problems of university education of the past and the present of Ukraine and other countries in the process of mastering this module. The importance of acquainting freshmen with the legal framework of Ukraine is emphasized, taking into account the peculiarities of the higher educational institution chosen by them for education. Attention is paid to the expediency of first-year students mastering the history of formation and development of the university (faculty), acquaintance with prominent figures associated with the educational institution in which they study. It is highlighted that it is important for a student to be self-aware as a full-fledged subject of the educational process, which has certain rights and responsibilities. Emphasis is placed on the need to acquaint the student with the regulations governing the process of obtaining educational services by the future teacher of the educational field "Art", in particular with the educational and professional program with the defined structural components; curriculum, the student work, and individual plan; work programs, syllabuses, subject descriptions, programs of practices in which the purpose is presented, the general and professional competences are formulated, expected results of training.It is emphasized that as a result of mastering the first module of the subject "University Education and Academic Writing", a first-year student will create a strong foundation for quality training in a particular institution of higher education.

Study of the preparation of future teachers for the technologization of the educational process

2021 ◽  
Vol 7 (3B) ◽  
pp. 90-96
Author(s):  
Sergij Tkachov ◽  
Nataliia Tkachova ◽  
Nataliia Mordovtseva ◽  
Mariia Pochynkova ◽  
Oksana Parfyonova
Keyword(s):  
Teacher Training ◽  
Professional Training ◽  
Approaches To Learning ◽  
Educational Process ◽  
Professional Competencies ◽  
Professional Activity ◽  
Educational Standards ◽  
Future Teachers ◽  
The World ◽  
State Educational

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

Methodological Support of Readiness Formation of Future Teachers for Inclusion

2019 ◽  
Vol 7 (3) ◽  
pp. 23-27
Author(s):  
Ольга Козырева ◽  
Ol'ga Kozyreva
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Environment ◽  
Educational Process ◽  
Future Teachers ◽  
Normative Documents ◽  
Professional Activities ◽  
The Subject ◽  
The University

The results of higher education are determined by normative documents and are based on the theory of competence approach. They refl ect the readiness of the future teacher to professional activities in the terms of inclusive education. Analytical verifi cation of various scientifi c sources makes it possible to assert that the essence of the various components of the methodological support of the learning process is the subject of scientifi c disputes. But it is worth noting that currently the researchers have not brought a single interpretation of such a concept as “methodological support”, which forces for their own understanding of this designation to refer to it. Methodological support is mainly singled out not just as a pedagogical component, but also as an integral part of the whole educational process. It is characterized by the volume and content of the working programs of disciplines, provides organizational and pedagogical conditions necessary for the formation of the educational environment of the University readiness of future teachers for inclusion. Properly selected and implemented in full methodological support of any process makes it guaranteed to be effective.

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