Formation of transdisciplinary competence of future teachers: system-pedagogical approach

Трансдисциплинарная компетентность рассматривается в статье как итог образования будущего педагога в системе высшего профессионального образования (ПО). Она позволяет человеку успешно интегрироваться в команду разнопрофильных специалистов, рассматривать вопросы на стыке профессиональных компетенций, выходить за рамки традиционных знаний и разрабатывать инновационные решения реальных жизненных проблем. Цель настоящей статьи — исследование возможности проектирования оптимальной, саморазвивающейся (эмерджентной), сложной педагогической системы высшего ПО, содействующей становлению трансдисциплинарной компетентности у будущих педагогов в вузе. В ходе исследования была спроектирована педагогическая система, которая представляет собой часть традиционной системы ПО, но обладает признаками, способствующими становлению у будущих педагогов трансдисциплинарной компетентности (функциональность, открытость, сложность, адаптивность, упорядоченность и т. д.). В качестве структурных элементов данной системы определены целевой, содержательный, методический и оценочно-результативный подходы. Подобная структура позволяет системе оставаться тождественной самой себе в условиях быстро меняющегося окружающего мира. Практическая значимость статьи выражается в описании содержания образования и технологий, которые применены для развития трансдисциплинарной компетентности будущих педагогов дошкольного образования Transdisciplinary competence is considered in the article as a result of training of a future teacher in the system of higher vocational education (VE). It allows a person to successfully integrate into a team of diverse specialists, consider issues at the intersection of professional competencies, go beyond traditional knowledge and develop innovative solutions to real-life problems. The purpose of this article is to study the possibility of designing an optimal, self-developing (emergent), complex system of higher vocational education of a future teacher, aimed at developing students ‘ transdisciplinary competence. In the course of the study, a system of vocation education was designed, which is part of the traditional software system, but has features that contribute to the formation of transdisciplinary competence in future teachers (functionality, openness, complexity, adaptability, orderliness, etc.). As structural elements of this system, target, content, methodological and evaluative-effective approaches are identified. This structure allows the system to remain identical to itself in a rapidly changing environment. The practical significance of the article is expressed in the description of the content of education and technologies that are used to form the transdisciplinary competence of future teachers of preschool education.

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DEVELOPMENT OF THE AXIOSPHERE OF THE FUTURE TEACHER IN THE DIALOGUE SPACE OF MODERN EDUCATION

The Education and science journal ◽

10.17853/1994-5639-2018-7-32-67 ◽

2018 ◽

Vol 20 (7) ◽

pp. 32-67 ◽

Cited By ~ 7

Author(s):

N. A. Astashova ◽

S. K. Bondyreva ◽

A. P. Smantser

Keyword(s):

Conceptual Model ◽

Educational Process ◽

Theory And Practice ◽

Future Teacher ◽

Educational Activity ◽

Practical Significance ◽

Future Teachers ◽

Value System ◽

The Future ◽

The Individual

Introduction. The vector of development of the education system, the choice of its contents, quality and results of training, style and spirit of the relationship of its participants, degree of their informative activity, intellectual and cultural growth are firstly caused by valuable attitudes of participants of the educational process. A teacher is a bearer of values. One of the main functions of the teacher is the education of the younger generation, the introduction of the person to moral ethics and universal values. In this regard, training of future teachers has to include the purposeful formation of the system of the internal, emotionally experienced values which will help them to cope with the complex of socio-cultural problems in the future professional activity.The aim of the paper is to present the research findings on the conceptual model of the dialogue space of education as the basis for the development of the future teacher axiosphere which corresponds to current ideological, social, economic, technological and other progressive civilization trends.Methodology and research methods. In the course of the research, fundamental ideas of the following scientific approaches were applied: humanistic approach – free and creative development of an individual; dialogical approach – pluralism of opinions and a variety of positions of subjects of education; axiological approach – attitude of the individual to the world around him/her, to other people and to himself / herself; activity approach – specific activity of the individual, aimed at appropriation of social experience by the person, change of the surrounding world and selfhood. To design and organize the model of the dialogue space, the methods of analysis, synthesis and generalization of the theory and practice were used.Results and scientific novelty. The authors presented the strategic guidelines of the interactive environment education: the development of social cooperation, using the pedagogical peaceful potential, the development of interpersonal and intergroup relations, organizing children spiritual and moral education as a national priority. The teacher value system was revealed empirically and described. It was found out that a modern teacher should responsibly perform the professional duties of a mentor, tutor and facilitator of the educational process. The authors clarified the concept of “axiological sphere” of the teacher. The teacher axiological sphere is considered as a complex of personal, professional-pedagogical and socio-cultural values. These values have separable functions. Firstly, they determine the content and nature of the educational activity. Secondly, they regulate the interaction of the participants of the educational activity. Thirdly, they stimulate personal self-expression of the members of that activity. Fourthly, they directly influence the efficiency and effectiveness of education.The conceptual model of dialogue space of education as a formation zone for the teacher’s axiosphere was designed on the basis of the theoretic-methodological, philosophical, psychological and pedagogical concepts of the leading scholars’ writings. The resources of this space were identified; its structural components were presented and proved. The implementation of the components mentioned above can create a special context for the humanitarian training of a future teacher; will give an opportunity of interactive development of students’ common cultural, communicative and special competencies; will increase students’ motivation to pedagogical activity, the search of new ideas for training, innovations and professional self-education. The authors demonstrated the value orientations typology and tactics of their acquisition by students at the dialogue level.Practical significance. The presented materials can be used in practice of the higher pedagogical education to improve the quality of graduates’ training through enrichment of their personality axiological sphere. The model for the formation of the future teachers’ value system in dialogue educational space will allow providing conditions for individualization of routes of their training taking into account different approaches to the organization of activity of education participants and features of their self-development.

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Discussion on Talents Training Plan of Preschool Education Specialty in Higher Vocational Education Based on OBE Concept

Lifelong Education ◽

10.18282/le.v9i7.1512 ◽

2020 ◽

Vol 9 (7) ◽

pp. 192

Author(s):

Kaili Zhu

Keyword(s):

Vocational Education ◽

Preschool Education ◽

Modern Society ◽

Comprehensive Understanding ◽

Higher Vocational Education ◽

Timely Manner ◽

Training Plan ◽

Education Strategy ◽

Effective Transmission ◽

And Training

With the continuous development and progress of modern society, its requirements for applied talents are also getting higher and higher, especially in the field of vocational education. As an important base for the training of compound talents at this stage, higher vocational colleges should not only pay attention to the effective transmission of professional skills and knowledge to students, but also appropriately integrate the development situation of modern society, update educational concepts in a timely manner, and adopt more innovative The education strategy of sex and timeliness, so that students have a more comprehensive understanding of their own professional application direction, so as to better conduct targeted learning and training, so that their professional application ability can be more effectively strengthened.

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Research on the Application of "Dividing + Platform" Mixed Teaching Mode in Preschool Education of Higher Vocational Education——Take Kindergarten Activity Design as An Example

10.38007/proceedings.0002022 ◽

2021 ◽

Keyword(s):

Vocational Education ◽

Preschool Education ◽

Higher Vocational Education ◽

Teaching Mode ◽

Activity Design

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Pedagogical reflection as a factor of professional development of future teachers of preschool education institutions

Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences ◽

10.33310/2518-7813-2019-65-2-135-139 ◽

2019 ◽

Vol 65 (2) ◽

pp. 135-139

Author(s):

Iryna Knyazheva

Keyword(s):

Professional Development ◽

Social Relations ◽

Preschool Education ◽

Educational Process ◽

Preschool Age ◽

Future Teacher ◽

Professional Activity ◽

Future Teachers ◽

Professional Activities ◽

The Future

Formation and development of pedagogical reflection in the process of professional development of the future teacher of preschool education institutions to the needs of societyto become creative, able to take personal responsibility not only for the results of their professional activities, for their physical, mental and social health, the formation of the life competence of children of preschool age, but also for their professional self-realization and self-training, the personality of the future professional. The solution of this problem allows us to form, disclose and realize the ability of the future teacher of preschool education to forecast, design, implement and analyze their professional and quasi-professional activities. Analysis of the scientific foundation has allowed, in the broadest terms, to characterize reflection as a mirror, research of the cognitive act, a source of special knowledge, when observation is directed to the internal actions of consciousness; as a person’s ability to self-analyze, understanding and rethinking their subject-social relations with the outside world and as a necessary component of the developed human intelligence. Pedagogical reflection in modern studies is understood as self-analysis by a teacher of his professional activity, behavior, personal and professional experience, is considered in the context of intellectual and communicative processes, and therefore, is characterized by a combination of knowledge, action and experience. They are characterized by specific features that allow to reveal certain aspects of the future teacher’s reflective activity, and at the same time are interrelated and interdependent. The article highlighted the criteria and described the levels of formation of pedagogical reflection of future teachers of preschool education institutions (reproductive, analytical, prognostic, philosophical and constructive) and gave them a qualitative characteristic. The article suggests the forms, means and methods of organizing the educational process of the institution of higher education, contributing to the formation and development of the abilities of the future teacher of the preschool education institution for pedagogical reflection.

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A Brief Talk on the Diversity of Practical English Classes for Preschool Education Majors in Higher Vocational Education

10.47939/es.v2i12.74 ◽

2021 ◽

Keyword(s):

Vocational Education ◽

Preschool Education ◽

Education Majors ◽

Higher Vocational Education ◽

English Classes

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Research on the Reform of the Teaching Model of "Preschool Dance Creation" of Preschool Education Major in Higher Vocational Education

2020 International Conference on Educational Science (ICES2020) ◽

10.38007/proceedings.0000388 ◽

2020 ◽

Keyword(s):

Vocational Education ◽

Preschool Education ◽

Teaching Model ◽

Higher Vocational Education ◽

Education Major

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TRAINING FUTURE TEACHERS TO USE PROJECT TECHNOLOGY IN THE TEACHING OF NATURAL SCIENCES

Ukrainian professional education ◽

10.33989/2519-8254.2020.7.238031 ◽

2020 ◽

pp. 28-36

Author(s):

N. Hrytsai

Keyword(s):

Science Teachers ◽

Professional Training ◽

Real Life ◽

Natural Sciences ◽

Practical Significance ◽

Factual Knowledge ◽

Learning Technology ◽

Project Implementation ◽

Future Teachers ◽

New Knowledge

The article reveals the essence and significance of project technology in the teaching of natural sciences in the New Ukrainian school, actualizes the problem of training future teachers to use project technology in the teaching of natural sciences. It is determined that the project method is a learning technology focused not on the integration of factual knowledge, but on their use and acquisition of new knowledge and skills (sometimes through self-education) in the process of performing practical tasks. The article describes the features of projects and their types. Emphasis is placed on educational projects provided by the school curriculum in natural subjects (physics, chemistry, biology). It has been found that the features of project technology are action-oriented, teamwork, self-organization of students, situational orientation, correlation with real life, reliance on previous achievements of each student, their existing experience, interdisciplinary, integrity, focus on the finished product, and a certain result. The main stages of project implementation in general secondary education institutions are analyzed (initiation, work planning, project implementation, project presentation, project reflection, evaluation of results). The advantages of project technology are established: stimulation of students’ independent activity, improvement of information retrieval skills, intensification of research and creative activity of schoolchildren, provision of students’ need for self-realization and self-development, the practical significance of work results, a real result. Sciences allow them not only to acquire new knowledge, to understand the interdisciplinary links in science education, to improve design skills, but also to learn to methodically organize the project activities of pupils and perform interdisciplinary learning projects. That is, the preparation of future science teachers for the application of project technology in professional activities is a mandatory component of their professional training in a higher education institution.

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FUTURE TEACHER TRAINING FOR THE USE OF AUGMENTED REALITY IN THE EDUCATIONAL PROCESS OF A PRESCHOOL EDUCATION INSTITUTION

European vector of development of the modern scientific researches ◽

10.30525/978-9934-26-077-3-12 ◽

2021 ◽

Author(s):

Liudmyla Kozak ◽

◽

Tatyana Ponomarenko ◽

Keyword(s):

Preschool Children ◽

Teacher Training ◽

Augmented Reality ◽

Preschool Education ◽

Education Institution ◽

Educational Process ◽

Future Teacher ◽

Future Teachers ◽

Literary Field ◽

Augmented Reality Technology

The article substantiates the importance of future teacher training for the use of augmented reality (AR) in the educational process of a preschool education institution (PEI). Scientific sources on the problem of AR application in the field of education are analysed. The aspects of the research of the problem of AR application are defined in the field of education done by modern foreign and national scientists, in particular, the use of AR applications in education; introduction of 3D technologies, virtual reality (VR) and augmented reality in the educational process of preschool and primary school; application of 3d technology, virtual and augmented reality in a higher education institution; increasing the efficiency of training and motivation of students on the basis of using AR applications in smartphones; the formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The specifics of publications of fiction works with AR applications are analysed that are appropriate to use in work with preschool children; the possibilities of books for preschool children created with the help of augmented reality technology are demonstrated. The possibilities of using AR in work with preschoolers are considered. The urgency of the use of AR for the effective education and development of preschoolers is determined. The problems of application of AR in the educational process of modern national PEI are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of PEI has been developed. Criteria and indicators are defined, the levels of development of the main components of the studied readiness (cognitive and active) and the indicated readiness as a whole are characterized. The following points are proved: insufficiency and deficit of its formation of future teachers of the field of preschool education; inconsistency between the peculiarities of future teacher training to use AR in professional activities and modern requirements for the quality of educational process in PEI; the need to develop and implement a model for the formation of the studied readiness of future teachers of the institution of higher pedagogical education. A step-by-step model of formation of readiness of future teachers to use AR in the educational process of PEI has been developed.

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