scholarly journals Development of Digital Competence in the Training of Future Teachers in Ukraine and China

2021 ◽  
Vol 7 (1) ◽  
pp. 103-112
Author(s):  
Tetyana M. Sobchenko
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Professional Competence ◽  
Modern Society ◽  
Educational Process ◽  
Academic Disciplines ◽  
The European Union ◽  
Future Teachers ◽  
Digital Competence ◽  
National Educational Policy

The relevance of the issue of developing the digital competence of future teachers in higher education is obvious, as technological progress is developing at an extremely rapid pace, and digitalisation has already penetrated into all spheres of life, including the education system. The purpose of the study is to compare the approaches of state educational policy to the development of digital competence of future teachers in China and Ukraine. To obtain new results, the following theoretical methods were used in the study: analysis of pedagogical literature, regulations, online platforms, educational sites, systematisation, and generalisation of research, organisation of training courses for future teachers – to compare different approaches to digital competence of future teachers. It is noted that digital competence is key in lifelong learning, as well as one of the components of a teacher's professional competence, according to the Standard Standard for Primary School Teachers, General Secondary Education Teachersб and Primary Education Teachers. The concept of digital competence is defined and it is substantiated that its significance changes in accordance with the development of digital modern society. The national educational policy of Ukraine and the People's Republic of China is analysed, in particular the regulatory base, which regulates the development of digital competence in the countries. It has been found that the problem of digital competence is relevant in both countries, in particular in China, where its solution is more progressive, due to powerful resource opportunities. An example of the content of academic disciplines, namely “Digital Training Tools”, “Cybersecurity”, “Media Education” (Ukraine), “Fundamentals of Computer Use”, “Use of Multimedia Technology” (PRC), their place in the educational process, hours on study, form of control of educational and cognitive activities, etc. These disciplines are aimed at developing the digital competence of future teachers in higher education institutions of Ukraine and China. It is noted that further research will relate to the study and analysis of national educational policy of the European Union on the development of digital competence, in particular in the training of future teachers

scholarly journals Axiological approach to the psychological and pedagogical training of future teachers of the new generation

2020 ◽  
Vol 55 ◽  
pp. 141-155
Author(s):  
Olena Kryvylova ◽  
Natalya Sosnickaya ◽  
Karina Oleksenko
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
Value Orientations ◽  
Educational Process ◽  
Future Teachers ◽  
Moral Choice ◽  
Moral Principles ◽  
Pedagogical Training ◽  
Ability To Act ◽  
New Generation

The role of axiological approach in the training of new generation teachers is theoretically substantiated in this article. The axiological approach makes it possible to identify a set of priority values in the education, upbringing and self-development of a person in modern society and to design their reflection in the norms and aims of future teachers in the process of psychological and pedagogical training. Possible ways of implementing an axiological approach in the educational process of higher education institutions are outlined, such as: the identification of value orientations of higher education applicants, with further adjustment regarding ethical positions in psychological and pedagogical activity; informing students of higher education about value orientations and identification of the most important ones in teaching the cycle of psychological and pedagogical disciplines; adaptation of higher education students to the system of professional value orientations through educational, practically-oriented, independent activity and interaction with teachers as carriers of moral principles and others. Thus, 45.83% of respondents found: having ethical knowledge about generally accepted norms and principles of pedagogical morality; mastering the basic requirements of pedagogical ethics; ability to act positively according to moral choice; the need to work independently to improve themselves and improve their moral qualities.

scholarly journals ANALYSIS OF APPROACHES TO THE FORMATION OF PROFESSIONAL READINESS OF STUDENTS IN UZBEKISTAN (ON THE EXAMPLE OF FUTURE TEACHERS)

2021 ◽  
Vol 58 (1) ◽  
pp. 3535-3541
Author(s):  
Khusan Abdurakhimovich Umarov
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Real Process

Studying the further development of higher education, improving the quality of education, expanding the integration of science and industry, we came to the following conclusions: literature on the formation of professional education of students, as well as an analysis of educational (and pedagogical) practice in higher education, despite the fact that more was done work on the development of professional readiness of students, the problem of the formation of professional readiness of future teachers has not yet been completely resolved. To solve this problem, we set ourselves the following tasks: to explain the concept of “professional readiness” among future teachers, taking into account the requirements of the time (for example, students of pedagogical universities); analyze factors affecting student readiness; development of innovative methods of forming students' readiness. A practical study of the problem showed that the most effective process of forming the professional readiness of a future teacher occurs in a real process or in the process of educational activity close to it. Building on the educational process on the basis of an innovative approach, bachelors develop creative skills to analyze existing materials needed to solve professional problems, to independently solve new problems. The study showed that the practical activity of students in their chosen specialties guarantees clear prospects for future professional growth, as well as employment, contributes to the formation and increase of their professional competence; The development of the experimental and educational base of educational institutions, increasing the level of education provided, stimulating the professional growth of teachers, the customer will be given the opportunity to train highly qualified personnel on the basis of educational institutions.  

scholarly journals FORMATION OF STUDENTS' PROFESSIONAL READINESS ON THE BASIS OF INNOVATIVE WAYS OF COOPERATION IN THE CONDITIONS OF UZBEKISTAN (BY THE EXAMPLE OF FUTURE TEACHERS)

2020 ◽  
Vol 01 (01) ◽  
pp. 15-25
Author(s):  
Khusan Abdurakhimovich Umarov ◽  
Keyword(s):  
Higher Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Factors Affecting ◽  
Real Process

Studying the further development of higher education, improving the quality of education, expanding the integration of science and industry, we came to the following conclusions: literature on the formation of vocational training of students, as well as an analysis of educational (and pedagogical) practice in higher education, despite the fact that more was done work on the development of professional readiness of students, the problem of the formation of professional readiness of future teachers has not yet been completely resolved. To solve this problem, we set ourselves the following tasks: to explain the concept of “professional readiness” among future teachers, taking into account the requirements of the time (for example, students of pedagogical universities); analyze factors affecting student readiness; development of innovative methods of forming students' readiness. A practical study of the problem showed that the most effective process of forming the professional readiness of a future teacher occurs in a real process or in the process of educational activity close to it. Building on the educational process on the basis of an innovative approach, bachelors develop creative skills to analyze existing materials needed to solve professional problems, to independently solve new problems. The study showed that the practical activity of students in their chosen specialties guarantees clear prospects for future professional growth, as well as employment, contributes to the formation and increase of their professional competence; The development of the experimental and educational base of educational institutions, increasing the level of education provided, stimulating the professional growth of teachers, the customer will be given the opportunity to train highly qualified personnel on the basis of educational institutions.

scholarly journals Methods of Formation of Digital Competence of Future Teachers of Art Disciplines in Higher Education Institutions of China

2021 ◽  
pp. 125-137
Author(s):  
Ji Yiping
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Scientific Literature ◽  
Higher Education Institutions ◽  
Digital Technologies ◽  
Living Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Digital Competence

With the introduction of digital educational technologies, the learning process is changing. Digital technologies are not only a tool, but also a living environment for modern learners, which opens up new opportunities: learning at any convenient time, continuing education, the ability to form individual educational routes for students. However, such an environment requires teachers to take a different approach to the organization of the educational process, to acquire new skills and abilities for work, in particular the formation of their digital competence in the digital educational space. In these conditions, the system of pedagogical education should provide training for future teachers of art disciplines, which has a high level of digital competence. The purpose of the article is to reveal the essence of the concept of «digital competence» on the basis of the analysis of scientific literature and to determine the methods of formation of future art disciplines teachers’ digital competence in higher education institutions of China. To achieve the goal of the study, the following research methods were used: analysis of scientific literature, observation, systems analysis, comparative analysis, modeling method, classification method; methods of comparative analysis and analogy, design method; methods of systematization, generalization, logical analysis, analysis of personal experience of teaching and learning, comparison and interpretation of the obtained data. The results of the study show that the digital competence of future teachers of art disciplines consists of four components: motivational-personal (internal and external motives for their future professional activity), cognitive (a set of theoretical knowledge, skills and abilities of future teachers to effectively organize the educational process using digital teaching aids), activity (practical implementation of professional and pedagogical knowledge of a future teacher, his intellectual, cognitive, technical, design and technological skills, necessary skills for effective implementation of digital technologies in the educational process) and reflection-evaluation (ability to analyze and self-analyze, coordination of goals, methods and results, awareness of their style of activity, readiness for their creative change). Conclusions. These components of digital competence of future teachers of art disciplines should be formed taking into account the specifics of professional activity and appropriate methods.

scholarly journals Formation of the Future Teacher’s Professional Competence: European Experience

2018 ◽  
pp. 197-213
Author(s):  
Iryna Prokopenko
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Activities ◽  
The Future

The article clarifies the essence of the concepts of «сompetence» and «professional competence», determines the components of teacher’s professional competence: motivational (interest and motivation for future professional activity), cognitive (formed knowledge), operational (acquired skills and abilities) and personal-reflexive (ability to self-esteem, self-development and self- improvement). The author, on the basis of comparative analysis, shows the experience of forming the future teacher’s professional competence in leading countries such as: Germany, Denmark, Great Britain, France and others. The article outlines the peculiarities of the formation of the future teacher’s professional competence in determined countries. The interesting aspect in the formation of the future teacher’s professional competence in Germany is its information component, whose high level of evaluation is facilitated by the introduction of modern multimedia technologies in the educational process. The peculiarity of the Danish system of the future teachers’ professional competence formation is the availability of an additional vocational guidance level. So while forming the professional competence of a future teacher in the UK, considerable attention is paid to student’s research activities built on the humanization and democratization of the educational process in this country. The specificity of the future teachers’ professional competence formation in universities of France is that its most important component is the information and communication component. On the basis of the conducted analysis, the positive experience of the future teachers’ professional competence formation abroad is generalized; the recommendations on its introduction into the system of professional training in higher education institutions of Ukraine are worked out. The conclusion is made that the formation of the future teacher’s professional competence abroad will contribute to: the introduction of professional selection of applicants for teaching professions; exploiting the potential of non-formal education; an increase in the duration of teaching practice and the introduction of a mentoring system; inclusion of academic disciplines, that provide inclusive education, into the educational process; providing benefits to active teaching methods based on an interdisciplinary and problem-based approach; creating conditions for the exchange of experience of higher educational institutions with foreign educational institutions.

scholarly journals PREPARATION OF STUDENTS OF PEDAGOGICAL UNIVERSITIES TO CREATE AND USE WEB QUESTS

2021 ◽  
Vol 1 (1) ◽  
pp. 24-32
Author(s):  
VASIL GALAN ◽  
VASIL KRAVCHUK ◽  
HANNA SOLONETSKA
Keyword(s):  
Information Technologies ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Educational Process ◽  
Professional Activity ◽  
Teaching Mathematics ◽  
Future Teachers ◽  
Digital Competence ◽  
Technological Support ◽  
The Web

Modern educational information technologies are a powerful stimulus that allows to develop students’ cognitive activity, improves the quality of knowledge, promotes the development of skills of independent acquisition of knowledge. Therefore, the information and communication competence of future teachers is an integral and important component of their professional competence. One of the modern interactive pedagogical technologies, which demonstrates an example of integration of information technologies with common pedagogical technologies (project learning, role play, business game) is web-quest technology. The article considers the basic concepts of web-quest technology, the analysis of problems of preparation of students of pedagogical universities for development and use of a web-quest in the course of teaching schoolchildren Mathematics has been carried out with the emphasis on the need of purposeful preparation of future teachers for creation and use of web-quests in their professional activity. Information and technological support of the educational process is important for a clear organization of students’ accomplishing the stages of the web-quest and achievement of its educational, cognitive and developmental goals. The authors describe the advantages of using the e-learning environment Moodle as an integration tool for organizing work with web quests. Moodle allows not only to post the necessary materials and links to the resources online, but also to communicate between the teacher and quest participants through personal messages, chats, forums, seminars and to evaluate students’ achievements. The results of the web quest can also be displayed on the e-course page. The article offers training courses in Mathematics and methods of teaching Mathematics in the study of which it is advisable to use the technology of web-quest as one of the means of forming information and digital competence of students and also provides two examples of educational web quests. The first of them is designed for students of pedagogical universities and is aimed at mastering by them the course program «General methods of teaching Mathematics». Another web-quest gives students the opportunity to master the topic of «Text problems» in the course of Mathematics in a more profound way, to develop critical and logical thinking of students, as well as their research skills. Web-quest technology is an effective tool for integrating project method and information-communication technologies in education, and the use of web-quests in the educational process of a pedagogical university lays a solid foundation for the application of this tool in the further professional activity of a Mathematics teacher.

scholarly journals USING E-COURSES TO ENHANCE THE FUTURE TEACHERS` DIGITAL COMPETENCE

2018 ◽  
pp. 44-62
Author(s):  
Oksana Buinytska ◽  
Svitlana Vasylenko
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Educational Process ◽  
Future Teachers ◽  
Digital Competence ◽  
Joint Research ◽  
Scientific Publications ◽  
Laboratory Staff ◽  
Steam Education ◽  
E Learning

The article presents the experience of developing the digital competence level as one of the main components of future teachers’ success, including the implementation of STEAM education in the educational process of secondary education institutions. An overview of modern scientific publications was performed, mainly published by foreign researchers and also by researchers from Ukraine, which define the concept of digital competence, reveal different approaches to determine the level of digital competence of future specialists using the digital competence wheel; STEAM education and digital competence communication, formed enough to integrate STEAM principles into the educational process of secondary education institutions. The author presents the results of the implementation e-learning courses, that were developed for key disciplines in the specialization «Management of e-learning in the intercultural space» and joint research of IT in Education Laboratory staff, teachers of the Department of Computer Science and Mathematics and students of the Pedagogical Institute of Borys Grinchenko Kyiv University on training courses to enhance the digital competence of future teachers. The description of the two key disciplines of the e-learning course presents information on the development of integrated, professional and digital competences. While updating the content and selection of teaching methods, the recommendations and articles issued in the framework of the project «Modernization of Pedagogical Higher Education through the Use of Innovative Teaching Instruments» (MoPED) of the EU program Erasmus + KA2 – Development of Higher Education Capacity, No. 586098-EPP- 1-2017-1-UA-EPPKA2-CBHE-JP, JP, which is affiliated with Borys Grinchenko Kyiv University, are included.

scholarly journals THEORETICAL FUNDAMENTALS OF PREPARATION OF MASTER’S STUDENTS FOR TEACHING PROFESSIONAL METHODS OF PRESCHOOL EDUCATION

2021 ◽  
pp. 87-97
Author(s):  
Liudmyla Berezovska
Keyword(s):  
Higher Education ◽  
Student Teaching ◽  
Professional Competence ◽  
Preschool Education ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Master's Students ◽  
Normative Documents ◽  
Teaching Professional

The article highlights the theoretical principles of training master’s students majoring in 012 “Preschool Education” on teaching professional methods; legislative and normative documents on the peculiarities of training specialists in higher education institutions are considered. The purpose of the article is to characterize the content component of the preparation of master’s students for teaching in the field of preschool education, in particular professional methods. It is emphasized that the quality of professional activity of all categories of specialists working in the system of preschool education depends on the system of training future teachers in the field of preschool education. The study provides a thorough analysis of the initial discipline “Technologies for teaching professional methods of preschool education”. The working program of the discipline is analysed and the list of topics of lectures is given. The article reveals the content, methods, technologies and forms of work with master’s students at lectures, seminars and practical classes. The concept of “professional competence”, “methodological competence” is defined. In the course of the research, some difficulties encountered by master’s students during the performance of practical tasks are presented; means of increase of methodical competence and levels of its formation at students are defined. It is noted that the effectiveness of training future teachers of preschool education depends on a number of factors, including the use of innovative forms of the educational process, the introduction of modern training technologies, educational programs, research, improvement of practical skills by modelling professional situations, self-education and self-development student. Teaching the discipline “Technologies of teaching professional methods of preschool education” is aimed at forming the readiness of graduate students to teach in higher education. Keywords: professional competence; methodical competence; master’s students; modern information technologies; teaching activity; professional methods; work program; preschool education.

Formation of professional competence of future specialists in philology during the end-to-end practice

2020 ◽  
pp. 82-95
Author(s):  
Inna Kononenko
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Training ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Educational Process ◽  
Teaching Staff ◽  
Future Teachers ◽  
Oriented Activity ◽  
Professional Transformation

In the process of professional development of future teachers of philological specialties, it became clear that priority is given to the organization of cognitive activity. The purpose of the article is to characterize the competencies acquired during the practice by future specialists of philological specialties, ways of practical work, a description of the implementation of professional transformation, motivation and values. The use of methods of analysis, synthesis contributed to the study of educational and regulatory documentation, domestic and foreign psychological and pedagogical literature in order to determine the level of development of the research question. It is proved that the application of personality-oriented, activity, competence, acmeological, axiological, contextual and integrative approaches to students in higher education is designed to help them implement the accumulated theoretical knowledge and practical skills. The systematization and generalization of special competencies as an important condition of professional formation of future specialists is analysed. The article analyses the positive students’ motivation for future teaching activities; the ability to apply the acquired knowledge by future specialists in pedagogical activity is characterized. The essence of professional training of future teachers of philological specialties during the practice is specified. The competencies acquired during the practice by future specialists of philological specialties, the implementation of professional transformation, motivation and values are specified. Emphasis is placed on theoretical ideas about the formation of professional competence as a factor in the successful professional development of future teachers of philological specialties; methodological approaches to the professional development of future teachers of philological specialties in the system of higher education (personality-oriented, activity, competence, acmeological, axiological, contextual and integrative). In the process of organizing the educational process, the main attention is paid to the formation of future specialists' understanding of the essence of professional development, its importance in the field of pedagogical phenomena. During the involvement in the tasks of practice, students develop professional competence, which manifests the specifics of the research and teaching staff.

scholarly journals FORMATION OF RESEARCH COMPETENCE OF FUTURE TEACHERS IN THE CONTEXT OF MODERN REQUIREMENTS

2020 ◽  
pp. 84-90
Author(s):  
Марія Кудла
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Research Work ◽  
Educational Process ◽  
Future Teacher ◽  
Future Teachers ◽  
Research Activity ◽  
Research Competence ◽  
Research Activities ◽  
The Future

The article considers the research competence of the future teacher as a requirement of modernity and an integral part of his professional competence. The analysis of the concept of “research competence” is carried out. The definition of the term “research competence of a teacher” is offered. The main components of the structure of research competence of the future teacher are determined: cognitive, motivational-value, personal-motivational, activity-operational. It is proved that the research competence of future teachers is the result of effective research activities of students, which develops the ability to research and is carried out within the educational process by means of cognition according to the logic of scientific research. The tasks of research work of students in a higher education institution are outlined. The directions of research activity of students of institutions of higher education are characterized: research work as an integral element of the educational process (educational research activity); research work carried out outside the educational process; scientific and organizational activities. Forms of organization of research work of students serving the formation of research competence of future teachers are presented. It is proved that the effective formation of a competent, competitive, capable of self-development and self-realization of the teacher-researcher is facilitated by the creation of an active scientific environment and modernization, in accordance with the competence approach, content, forms and methods of educational process.

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