Development of university teachers’ readiness to forming polylingual competences of the future teacher

2020 ◽  
Vol 45 (4) ◽  
pp. 178-186
Author(s):  
A. Zhorabekov ◽  
◽  
Zh. Abilkhairova ◽  
Keyword(s):  
Professional Competence ◽  
Future Teacher ◽  
Integrated Learning ◽  
Future Teachers ◽  
University Teachers ◽  
Education Organization ◽  
Learning Development ◽  
Globalization Of Education ◽  
The University ◽  
Teachers Training

In the current conditions of globalization of education in the process of training future teachers in the university, one of the most effective approaches is polylingual education. To implement this approach, it is necessary to determine the competence range of the university teacher in the aspect of polylingual education; formation of interest and motivation of university teachers to content-language integrated learning; determination of the principles of constructing the content of teaching a university teacher in the aspect of polylingual education; organization of a special workshop for university teachers “Formation of professional competence of future teachers based on a polylingual approach”. The aim of this special workshop is to increase the level of teachers’ training in the field of competence and polylingual approaches. The course of lectures and seminars is designed for 36 class hours and it is determined by the following objectives: formation of knowledge and skills in the use of models, technologies and methods of content-language integrated learning; development of teachers’ interest and creativity; formation of readiness for the use of technologies and techniques of content-language integrated learning; development of the ability to plan and organize the process of formation of professional competence of future teacher based on a polylingual approach; development of skills to diagnose, analyze and evaluate the effectiveness of the formation of professional competence of future teacher based on the polylingual approach.

ЖОГОРКУ ОКУУ ЖАЙЛАРЫ КЕЛЕЧЕКТЕГИ МУГАЛИМДЕРДИН КЕСИПТИК КОМПЕТЕНТТҮҮЛҮГҮН КАЛЫПТАНДЫРУУ

2020 ◽  
pp. 144-146
Author(s):  
Назира Кенжекулова
Keyword(s):  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Competencies ◽  
Future Teachers ◽  
University Teachers ◽  
Professional Activities ◽  
The Future ◽  
The University

Аннотация: Макалада жогорку окуу жайлары келечектеги мугалимдердин кесиптик компетенттүүлүгү заманбап көз караш менен каралганы жана кесиптик милдеттерин ийгиликтүү чечүү жөндөмдүүлүгүнүн калыптандырууга болгон педагогдордун кесиптик компетенттүүлүгүнө өбөлгө болуучу шарттар каралат. Алардын негизгилери болуп, окуу жайлардын билим берүү тартибинде жаңыча окутуу технологияларын колдонуу, аларды окутуунун иш- аракетинде кесиптик компоненттүүлүктүн компоненттерин өздөштүрүүсү болуп саналат. Келечектеги мугалимдин кесиптик компетентүүлүк системасынын мазмунун жана багытын ачып, кесиптик компетенттүүлүктүн калыптанышынын натыйжалуулугуна керек болгон жаӊы билим берүү технологияларынын зарылчылыгы каралган. Макаланын актуалдуулугу жогорку окуу жайларындагы келечектеги мугалимдердин кесиптик компетенттүүлүгүн калыптандыруу көйгөйлөрүнө кызыгуу жогорулаганына байланыштуу, “компетентүүлүк” жана “кесиптик компетентүүлүк” сөздөрүнө жалпы түшүнүк берилет. Түйүндүү сөздөр: компетентүүлүк, кесиптик компетентүүлүк, келечектеги мугалимдер, кесипкөйлүк ,өзүнүн билимин жогорулатуу ,өзүн-өзү өнүктүрүү. Аннотация: В статье рассматривается современный взгляд на профессиональную компетентность будущих педагогов в вузе, а так же, условия, способствующие становлению профессиональной компетентности педагогов, способных успешно решать профессиональные задачи. Основными из них, на наш взгляд, являются: использование в образовательном процессе вуза педагогических технологий, моделирующих будущую профессиональную деятельность; овладение компонентами профессиональной компетентности в ходе педагогической практики. Актуальность статьи связана с усилением интереса к проблемам формирования профессиональной компетентности будущих педагогов в вузе. Раскрываются содержание и направления системы профессиональных компетенций будущего педагога, обосновывают необходимость новых педагогических технологий, способствующих эффективному формированию профессиональных компетенций будущего педагога. В статье дано понятие о «компетентности» и «профессиональной компетентности». Ключевые слова: компетентность, профессиональная компетентность, будущие педагоги, профессионализм, самообразование, саморазвитие. Аnnotation: The article discusses the modern view on the professional competence of future university teachers. The content and directions of the system of professional competencies of the future teacher are revealed, they justify the need for new pedagogical technologies that contribute to the effective formation of the professional competencies of the future teacher. The main ones, in our opinion, are: the use in the educational process of the university of pedagogical technologies that model future professional activities; mastering the components of professional competence in the course of teaching practice. The relevance of the article is associated with increased interest in the problems of the formation of professional competence of future teachers at the university. The content and directions of the system of professional competencies of the future teacher are revealed, the need for new pedagogical technologies conducive to the effective formation of professional competencies of the future teacher is substantiated. The article gives the concept of “competence” and “professional competence”. Keywords : competence, professional competence, future teachers, professionalism, self-education, self-development.

The Results of an Empirical Study of High School Lecturers’ Concept of Semiotic Competence

2020 ◽  
Vol 8 (2) ◽  
pp. 8-22
Author(s):  
V. Danyushenkov ◽  
O. Korshunova ◽  
E. Shkalikov
Keyword(s):  
Empirical Data ◽  
Information Society ◽  
Training System ◽  
Future Teachers ◽  
Data Array ◽  
Main Research ◽  
University Teachers ◽  
The University ◽  
Teachers Training ◽  
Comparative Content

The semiotic transprofessional competence of a modern person becomes more popular in the coherent arsenal of cognitive and communicative competencies of a digital society representative. Semiotic means “sign”, therefore, the information society suggests a new format for the subject, who knows how to understand, create, transfer, change signs and sign systems that carry information. To prepare a successful representative of the community, a teacher with appropriate abilities is needed. The teacher, fi rst of all, is formed in the process of vocational training at the university, therefore, the university teacher is obliged to possess the corresponding knowledge, skills and competencies. This article aims at identifying of the university teacher’s representations about semiotic competence. The objectives are: a) to determine the diff erence between semiotic competence and informational competency, with which the former is often identifi ed; b) justifi cation of the semiotic competence phenomenon importance for the education system and for the 21st century’s teachers training system; c) the development of measuring tools to identify the representations of the university educator, who works with future teachers, about semiotic competence; d) interpretation of the results of empirical research in the designated problem fi eld of educational semiotics.The main research methods are: comparative content analysis of scientifi c literature on the problem of the informational and semiotic competencies interaction; Google questionnaire; scaling; qualitative methods for processing an empirical data array. The novelty of the article material lies in the theoretical justifi cation and presentation of the approach to determining the relationship of semiotic and informational competencies; clarifi cation of the concept of «semiotic dominant» on three diff erent grounds for students — future teachers — in accordance with their training fi eld; interpretation of processing an empirical data array results and capturing specifi c facts of the current state in the representations of university teachers, working with students in “Pedagogical Education” fi eld, about semiotic competence (in a sense, revealing the willingness of teachers to respond to the challenges of the information society). The results of the article are: justifi cation for the inclusion of information competence in the semiotic one; development of measurement procedures to identify the representations of university teachers, who works with future teachers, about semiotic competence in the form of a questionnaire of 27 questions; obtaining and capturing specifi c facts about the state of information and semiotic skills of higher school teachers.

scholarly journals SOME PROBLEMS OF FORMATION THE PROFESSIONAL COMPETENCE OF FUTURE TEACHERS-PSYCHOLOGISTS

2020 ◽  
Vol 65 (1) ◽  
pp. 165-170
Author(s):  
G.S. Saudabaeva ◽  
◽  
F.A Abdrimova ◽  
Keyword(s):  
Professional Competence ◽  
Future Teacher ◽  
Teaching Staff ◽  
Future Teachers ◽  
Teaching Activities ◽  
Pedagogical Skills ◽  
The University ◽  
Educational Paradigms ◽  
And Training ◽  
Pedagogical Science

This article reveals the essence of the formation of pedagogical skills. The role and significance of motivation in the process of preparing students. Currently, much attention is paid to the psychological and pedagogical problem when preparing students for teaching activities. Today is a significant change in educational paradigms . We are witnessing the transition to new pedagogical technologies focused on individual creative forms and methods of training future teachers. The teaching staff of the University is set particularly important tasks for the formation of teaching staff. Since all activities for training future teachers should be carried out ahead of time. This is the need for time to be competent in the ability to forecast taking into account the demand of society, using the extensive methodological base of pedagogical science. The article also reflects psychological and pedagogical problems in the formation and training of future teachers. These methodological and practical directions will provide significant assistance in the formation and training of the future teacher.

Social Competencies and Global Skills—Professional Competences of University Teachers of Engineering Programmes

2015 ◽  
Vol 5 (3) ◽  
pp. 30-44
Author(s):  
Eva Svitačová ◽  
Tímea Šeben Zaťková
Keyword(s):  
Social Environment ◽  
Professional Competence ◽  
Global Environment ◽  
Educational Goals ◽  
Social Competencies ◽  
University Teachers ◽  
Complex Training ◽  
Global Skills ◽  
Globalization Of Education ◽  
Social Competences

Globalization of education is closely connected to increasing personality requirements for university teachers who should be well-educated professionals as well as mature personalities coping with interactions not only within the environment of their faculty or university, but also in the broader new global environment. As they are expected to provide complex training of the graduates for the practice in the globalized world, they are supposed to have mastered not only professional and pedagogical competences, but also social competences which belong amongst the key competences. This contribution deals with the issue of social competences amongst which we also include specific group of global skills. The issue of competences can be perceived as a challenge for the whole educational system, including the training of future teachers who in the new global environment gradually change into global teachers. For realization of educational activities at universities in the new global environment intercultural and global competencies or global skills are important in particular. Not only they facilitate fulfilling of educational goals, they also provide complex training of the graduates for the practice in different fields of science and technology with regard to the the fact that they will then realize teaching in the new global economic and social environment. At the same time they provide easier communication and cooperation with different subjects at schools, universities and in the broader social environment. In the contribution we provide a summary of definitions and opinions of different authors on this issue. Currently these are considered to make a part of the “professional competence” of a global teacher who can understand the changes in the global environment and react to them flexibly through his pedagogical activities. No matter to what extent the competencies along with knowledge and skills are considered to represent goals and simultaneously results of education, social competences of university teachers should be currently perceived as an issue that demands increasing attention also from university pedagogy which is understood as an important prerequisite of quality pedagogical work of a university teacher. This issue actually became a matter of interest of numerous university workplaces.

scholarly journals The model of development of a professional competence of future teachers on the basis of a personality-centered approach

2021 ◽  
Vol 113 ◽  
pp. 00012
Author(s):  
L.I. Abbasova
Keyword(s):  
Professional Competence ◽  
The Self ◽  
Future Teacher ◽  
Practical Training ◽  
Future Teachers ◽  
Interactive Technologies ◽  
Self Development ◽  
Self Actualization ◽  
Inner World ◽  
Definition Of

The article describes specific features of the development of professional competence of future teachers. The development of the professional competence of future teachers on the basis of the personality-centered approach is aimed at changing personal readiness for the process of implementing their future professional and pedagogical activities. Different views of scientists on the definition of “professional competence” are considered. The model of developing personal and professional competence of future teachers is presented, which consists of four components: target; content-organizational; diagnostic and reflexive-prognostic component. The main forms of work with students within the framework of the presented model are interactive technologies for conducting classes, consisting of four components: target; content-organizational; by means of facilitating the processes of self-actualization and self-development, etc. An important role is given to individual work with students, pedagogical support in building individual routes for each future teacher. Independent activity presupposes work on one's own personality, with one’s own inner world for the purpose of self-improvement and use of the Self-Observation Diary. The knowledge and experience gained are further implemented as a result of practical training of students at the bases of specialized organizations. The results of experimental activities on the implementation of the model of development of professional competence of future teachers in practice are described.

Pedagogical support of future teacher for academic mobility at the university

2021 ◽  
Vol 46 (1) ◽  
pp. 5-13
Author(s):  
Zh.E. Abdykhalykova ◽  
◽  
Zh.D. Abdullaeva ◽  
Keyword(s):  
Undergraduate Students ◽  
Professional Training ◽  
Student Mobility ◽  
Teaching Profession ◽  
Educational Process ◽  
Future Teacher ◽  
Future Teachers ◽  
Academic Mobility ◽  
Orientation Course ◽  
The University

Professional training of future teachers in the twenty-first century is impossible without taking into account its global context. For professional success in a rapidly changing world, new personality traits are required: mobility, flexibility, adaptability, tolerance. In this regard, the internationalization of pedagogical education and the teaching profession is becoming a global trend today.The purpose of this article is to analyze the current situation of academic mobility in the Republic of Kazakhstan, identify barriers that hinder the development of academic mobility of students, experimentally test the effectiveness of the orientation course on academic mobility for students. In order to provide pedagogical support and develop motivation for academic mobility of students at the L.N. Gumilyov Eurasian National University, we have developed and implemented an orientation course for 2nd year undergraduate students «Student Mobility: Opportunities and Prospects» in the first semester of 2020, which prepared and acquainted future teachers with the possibilities of international academic mobility programs and the features of credit technology of education. According to the results of the introductory course of the second year bachelor’s degree, changes were noted in the motivational component of readiness for academic mobility of students in the experimental group. In conclusion, we noted that to provide pedagogical support of future teacher for academic mobility at the university , it is necessary to use various kinds of programmes in the educational process in order to increase readiness of students for academic mobility. It is also necessary to carry out systematic pedagogical support of students for academic mobility, to involve tutors, advisers, teachers, coordinators of the international department to eliminate linguistic, organizational, informational, resource, normative, meaningful barriers to academic mobility of future teachers.

scholarly journals The most appropriate mentoring practice by a cooperating teacher during practical teaching internship

2018 ◽  
Vol 22 (6) ◽  
pp. 320-326
Author(s):  
H. Melki ◽  
M.S. Bouzid ◽  
M. Fathloun
Keyword(s):  
Cooperating Teachers ◽  
Professional Competence ◽  
Future Teachers ◽  
School Year ◽  
Test Study ◽  
Supervision Practice ◽  
Study Results ◽  
Post Test ◽  
Teachers Training ◽  
Practical Teaching

Purpose: The aim of this research is to examine the degree to which the quality and frequency of mentoring by cooperating teachers during practical teaching internship influence the professional competence of future teachers. Material: To verify our proposed object, we conducted a research using a questionnaire distributed, during 2016-2017 school year, The analyses are based on a sample of more than 164 Tunisian physical education trainees and 96 cooperating teachers who participated in a pre-test and post-test study. Results : The results indicate that the quality and frequency of mentoring explain the success of starting a professional life. In terms of learning, mentoring that follows helpful rather than transmissive principles stimulates the performance, motivation and job satisfaction of future teachers and reduces emotional fatigue. Conclusions: Cooperating teachers training should include supervision practice themes to provide their trainees with real practice opportunities and to support them as needed.

scholarly journals Formation of professional competence in future teachers of preschool and elementary general education

KANT ◽  
2020 ◽  
Vol 35 (2) ◽  
pp. 234-237
Author(s):  
Anastasia Zagorodnyuk ◽  
Alina Khromova
Keyword(s):  
Teacher Education ◽  
General Education ◽  
Questionnaire Survey ◽  
Professional Competence ◽  
Modern Society ◽  
Modern World ◽  
Future Teachers ◽  
Training Professionals ◽  
Main Components ◽  
The University

The changes taking place in the modern world dictate to society new requirements for the training of specialists in the field of teacher education. Training professionals in their field is not an easy task. In order to ensure the professional competence of the future teacher meets the challenges of modern society, it is necessary to provide training at the stage of study at the university. The article discusses the formation of professional competence of future teachers of preschool and primary general education, describes the theoretical aspects of studying the essence of this problem. On the basis of the study, by means of a questionnaire survey, the main components of the successful formation of future professional competence in future teachers of preschool and primary general education are analyzed.

scholarly journals Professional Competences of Future Teachers: Perspective of Different Evaluators and Contexts

2008 ◽  
Vol 10 (1) ◽  
pp. 68-78 ◽  
Author(s):  
Valērijs Makarevičs
Keyword(s):  
Professional Competence ◽  
School Principals ◽  
Future Teachers ◽  
University Teachers ◽  
The Future ◽  
Study Programs ◽  
Further Development

Professional Competences of Future Teachers: Perspective of Different Evaluators and ContextsThe article presents research on professional competence for future teachers. The study provides the answers to the questions 1) what are the differences between the future teachers' desirable and real professional competences evaluated by students themselves, their University teachers, and their potential employers? 2) what are the differences in the evaluation of future teachers' professional competences provided by the students and University teachers from the study programs enriched with the principles of ESD and those who come from other programs? The future teachers (n=24) and teachers from the Daugavpils University (n=24) as well as the school principals of Latgale region of Latvia (n=25) filled out the questionnaire by Grecov and Popova (2005). It was concluded that both students and teachers see the necessity for the further development of competences while encounter with ESD principles mostly elicits the need for the higher standards of professional competences and more critical stance toward the achieved level.

scholarly journals PROFESSIONAL FORMATION OF THE FUTURE TEACHER IN THE EDUCATIONAL PROCESS AT THE EXPENSE OF PEDAGOGICAL PRACTICE

2018 ◽  
Vol 5 (31) ◽  
Author(s):  
I. Kamenska
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Self Development ◽  
The Future

The article deals with topical issues of professional training of future teachers. The essence of the concepts of «self-development» and «self-improvement» was revealed, the significance of pedagogical practice as a factor of professional self-development and self-improvement of the future teacher was substantiated. It was revealed that effective preparation of participants in the educational process in educational institutions is possible due to the strengthening of the practical orientation of students' training. That is, pedagogical practice is the initial stage in the system of professional training, the first part of the practical mastering of the pedagogical profession. It promotes the deepening and systematization of knowledge gained by students in the process of studying specialized disciplines, as well as the development of information competence of future professionals. Pedagogical practice provides a combination of theoretical training of students with their practical pedagogical activity in the conditions of educational institutions of different types and promotes the formation of a creative attitude towards future professional activities, deepening and systematization of the knowledge gained by students in the process of theoretical training; self-development and self-improvement of future teachers. In this period, the foundations of professional activity of future specialists are laid, professional qualities are formed, the ability to self-development, self-realization and interest in the future profession are revealed.It is established that proper organization of pedagogical practice contributes to professional growth of the future teachers, development of abilities, allows to create external and internal conditions for self-development of the student. Thus, continuous self-education and self-improvement are the only way that allows a modern educator to become a real professional, to develop professional competence.Keywords: professional competence, self-development, self-improvement, pedagogue, educational process.І. Каменська, кандидат сільськогосподарських наук,  Професійне становлення майбутнього педагога у навчальному процесі за рахунок педагогічної практики / ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди»,  Україна, Київська обл., м. Переяслав-ХмельницькийВ статті розглянуто актуальні питання професійної підготовки  майбутніх педагогів. Розкрито суть понять «саморозвиток» та «самовдосконалення», обґрунтовано значення педагогічної практики, як чинника професійного саморозвитку та самовдосконалення майбутнього педагога. З’ясовано, що ефективна підготовка учасників освітнього процесу у закладах освіти можлива за рахунок посилення практичної спрямованості навчання студентів. Тобто, педагогічна практика – це початковий етап у системі фахової підготовки, перша ланка практичного засвоєння педагогічної професії. Вона сприяє поглибленню і систематизації знань, отриманих студентами в процесі вивчення профільних дисциплін, а також розвитку інформаційної компетенції майбутніх фахівців. Педагогічна практика забезпечує поєднання теоретичної підготовки студентів з їх практичною педагогічною діяльністю в умовах навчальних закладів різних типів і сприяє формуванню творчого відношення до майбутньої професійної діяльності, поглибленню та систематизації знань, одержаних студентами в процесі теоретичного навчання; до саморозвитку та самовдосконалення, майбутніх педагогів. В цей період закладаються основи професійної діяльності майбутніх фахівців, формуються професійні якості, розкривається здібність до саморозвитку, самореалізації та інтерес до майбутньої професії.Встановлено, що правильна організація педагогічної практики сприяє професійному росту майбутніх педагогів, розвитку здібностей, дозволяє створити зовнішні та внутрішні умови для саморозвитку студентів. Таким чином, постійне самовиховання та самовдосконалення – єдиний шлях, який дозволить сучасному педагогу стати справжнім професіоналом, розвинути професійну компетентність.Ключові слова: професійна компетентність, саморозвиток, самовдосконалення, педагог, навчальний процес.

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