Practice-Oriented Teaching in Preparing Future TeachersPsychologists for Professional Activity

2021 ◽  
Vol 9 (5) ◽  
pp. 468-482
Author(s):  
Gulmira N. Manashova ◽  
◽  
Larissa A. Shkutina ◽  
Natalya V. Mirza ◽  
Gulmira B. Beisenbekova ◽  
...  
Keyword(s):  
Professional Training ◽  
Life Experience ◽  
Professional Competence ◽  
Functional Model ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Actual Material ◽  
Level Of Knowledge ◽  
Model Of Practice

In this article, devoted to the problem of professional training of future teachers-psychologists based on practice-oriented teaching, the research results, tested during the educational process, are presented. They are as follows: the essence of the concept "professional competence" of a teacher is specified; based on the analysis of existing approaches to the study of the structure of professional readiness, personal, intellectual-operational, motivational, communicative, and reflexive components are determined; the structural and functional model of practice-oriented teaching of future teachers-psychologists has been developed following the pedagogical features of practice-oriented teaching and the identified pedagogical conditions, which includes four interrelated blocks: the target, the methodological, the content-procedural, the learning outcome. The criteria of professional training of future teachers-psychologists on the basis of practice-oriented teaching (personal, intellectual-operational, motivational, communicative, and reflexive) and levels of readiness are defined: reproductive (low), adaptive (medium), and integrative (high). The development and consolidation of skills in students is carried out by solving specific tasks of professional activity, during which students try to explain the procedure for solving a specific professional task and check the actual material in practice. The practice-oriented content of the educational material allows bringing teaching closer to specific situations of professional activity, the chosen specialty, to form the life experience of students, thus increasing the level of knowledge and skills, cognitive interest, and, as a result, to form the level of professional competence of students.

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 REFLECTION AS A MECHANISM OF PROFESSIONAL TRAINING OF THE FUTURE TEACHER

2020 ◽  
Vol 1 (190) ◽  
pp. 151-155
Author(s):  
Igor Ulychnyj ◽  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Educational Work ◽  
Theoretical Understanding ◽  
Continuous Growth ◽  
The Future ◽  
Self Knowledge

The aim of the article is to study reflection as a mechanism of professional training of future teachers. The psychological nature of reflection as a universal mechanism of self – regulation and self – development of the personality is considered. In the scientific community there are various approaches to understanding pedagogical reflection. It is interpreted as: activity; component of pedagogical abilities of the teacher; mental neoplasm of the student's personality. The reflection of the future specialist, as his inner mental activity, is aimed at self-knowledge and understanding of their own actions and states, interpersonal relationships and communication with others, because self-knowledge is the initial stage of self-improvement. The teacher's ability to reflect is a mechanism for rethinking stereotypes of consciousness, behavior, communication, thinking, awareness of the bases, means, stereotypes of activity, their critical and heuristic rethinking, generating innovations in various aspects of professional activity. The development of reflexive-project skills allows the teacher not only to realize his professional activity, but also to make the transition from the position of «response» to the position of «self-organization». The teacher learns to teach himself to define the limits of his knowledge (ignorance) and independently find the conditions to overcome their own limitations, thereby increasing their professional competence. An experienced teacher's process of reflection is permanent, depending on: individual and personal characteristics; personal maturity; practical experience; professional erudition; level of general culture. The model of development of reflective skills of future teachers includes a set of different methods and tools, as well as various forms of organization of the educational process, such as lectures, seminars and practical classes, trainings, independent and self-educational work, individual and group consultations. Internships are a key component of each course (compulsory and optional). The key to students' professional development is to encourage continuous growth through critical theoretical understanding, practical application and experimental learning, both inside and outside the university. The ability to reflect is an important factor in the readiness of teachers to innovate, the desire for self- improvement, the introduction of educational innovative products in the educational process.

scholarly journals DEVELOPMENT OF POLITICAL CULTURE OF FUTURE OFFICERS IN EDUCATIONAL SPACE OF HIGHER MILITARY EDUCATIONAL ESTABLISHMENT

2021 ◽  
Vol 25 (2) ◽  
pp. 101-111
Author(s):  
Мар’яна ЛЕВКО
Keyword(s):  
Political Culture ◽  
Professional Training ◽  
Functional Model ◽  
Armed Forces ◽  
Component Composition ◽  
Political Orientation ◽  
Educational Process ◽  
Professional Activity ◽  
Educational Work ◽  
Other World

The article deals with analysis and generalization of methodological fundamentals of the development of political culture of future officers in the educational process of higher military educational establishments. It was clarified that formation of political culture of cadets depends on the teacher, since their general culture and personal qualities are a tool of influence upon them.A military instructor promotes development of political culture of future officers through the use of various methods, techniques and forms of training that help to form cadets’ interest in politics, political knowledge, education of political self-education, acquisition of democratic norms and values, desire to know and study political traditions of Ukrainian people and other world nations.Taking into account different methodological approaches including system, personality-oriented, culturological, activity-oriented, competence, integrative, axiological and acmeological to determine the component composition of political culture, research on the formation of various components of political culture, as well as peculiarities of professional activity of officers enabled to identify their political culture as an integral quality of a personality which contains a system of knowledge about the political aspects of professional activity of an officer of the Armed Forces of Ukraine, rules of professional communication, political behavior and political actions.Structural components of political culture of future officers include political orientation, political literacy, political readiness and political competence.On the basis of the analysis of scientific works, educational work of higher military educational establishments, the results of the ascertaining stage of the experiment on the formation of political culture of future officers, the following pedagogical conditions were determined: creation of positive motivation of future officers to master political culture; supplementing the content of professional subjects in the context of professional training of future officers with forms, methods and means of formation of components of political culture in the conditions of higher military educational establishments; involving cadets in educational personality-oriented activities through the use of the latest educational technologies and teaching a special course “Fundamentals of Formation of Political Culture of Future Officers in Higher Military Educational Establishments”; carrying out of regular monitoring of the level of formation of components of political culture of future officers in professional training in the conditions of higher military educational establishments.Efficiency of pedagogical conditions and structural and functional model of formation of political culture of future officers in professional training in higher military educational establishments is confirmed by the results of the formative stage of the experiment.

scholarly journals INTERDISCIPLINARY INTEGRATION IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE: LEVELS AND WAYS OF REALIZATION

2021 ◽  
Vol 1 (194) ◽  
pp. 33-37
Author(s):  
Olha Lilik ◽  
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Educational Work ◽  
Third Way ◽  
Research Activities ◽  
Wide Range ◽  
Language And Literature ◽  
Interdisciplinary Integration

The author of article analyzes the peculiarities of the professional training of future teachers of Ukrainian language and literature on the base of interdisciplinary integration. Lilik O. O. explores the problem of the definition of integration in scientific literature, she describes different levels and ways of interdisciplinary integration in vocation training. The author of the article considers interdisciplinary integration within the framework of professional training of future teachers of Ukrainian language and literature at three levels, namely: as integration of content (level of separate disciplines (historical-literary and theoretical-literary, as well as pedagogical and methodical) and educational material); as an integration of methods of activity (ability and skills to operate with material during training, as well as further professional activity); as an integration of values ​​and worldviews (the level of personal and professional worldview of students), the result of which are formed general and professional competencies. The first way is interdisciplinary integration within the classroom (lectures, practical, and laboratory). The second way is integration within the independent work of students. The third way for interdisciplinary integration is the research activities of students, including the writing of term papers and qualifications, which can be performed at the intersection of several scientific and educational disciplines. The fourth way of implementing interdisciplinary integration is the students’ participation in additional forms of organization of the educational process - special seminars, trainings, workshops, master classes, round tables, which can be held within grant activities or be a form of self-education of future vocabulary teachers. The fifth way is educational work at the faculty or the university in general, which involves the organization of various activities. On the basis of the conducted researches Lilik O. О. comes to the conclusion that interdisciplinary integration can be a catalyst for the educational process in higher education, provide comprehensive and thorough training of future teachers of Ukrainian language and literature for professional activities, as it covers a wide range of issues: from theoretical knowledge and practical skills to their personal and professional worldview.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

scholarly journals Readiness of future teachers for sociocultural education of children in modern conditions of society development

2021 ◽  
Vol 10 (47) ◽  
pp. 293-300
Author(s):  
Larisa M. Zakharova ◽  
Nataliya Y. Maydankina ◽  
Tatiana A. Chibisova ◽  
Ekaterina S. Subbotina ◽  
Victoria S. Zakharova
Keyword(s):  
Process Design ◽  
Professional Training ◽  
Preschool Teachers ◽  
Human Life ◽  
Preschool Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Cultural Aspects

The modern sociocultural situation of the development of society involves taking into account all aspects of human life in the educational process. Are our students - future preschool teachers - ready to build their activities taking into account socio-cultural aspects. The authors consider the characteristic of readiness, highlighting motivational and value-based component (awareness of the importance of their process, readiness for continuous improvement and professional development, highlighting the values of professional activity), activity-technological component (knowledge of the ways of interaction with the subjects of the pedagogical process, design of the educational and educational process, the use of modern teaching tools (IT), information and knowledge component (knowledge of the specifics of preschool childhood, modern trends in the development of society and education, learning technologies). The study shows the insufficient level of development of the 2nd and the 3rd components of the readiness of future teachers. The proposed methods of professional training of future teachers of preschool education are associated with the use of business games, conducting master classes, studying the technological component of the educational process.

scholarly journals Digitalization of education: trends in teacher training

2021 ◽  
Vol 273 ◽  
pp. 12075
Author(s):  
Vladimir Borisenkov ◽  
Olga Gukalenko ◽  
Viktor Pustovoitov
Keyword(s):  
Economic Development ◽  
Professional Training ◽  
Professional Competence ◽  
Public Institutions ◽  
Children And Youth ◽  
Professional Activity ◽  
Future Teachers ◽  
Commercial Organizations ◽  
Personal Interests

Taking into account interstate and national requirements, an analysis of the significance was carried out and trends in the preparation of teachers for professional activity in the context of the digitalization of education were identified. It is noted that the ongoing scientific research affects various areas of training future teachers, however, they mainly consider certain aspects of professional training of teachers. Among the promising directions for the development of the process of training teachers are identified: the development of methodological concepts, strategic national projects and programs for the training of teachers, taking into account the prospects for economic development, digitalization of society and the education system; the transition to understanding the digitalization of professional pedagogical education as a process that includes the formation of future teachers’ personal readiness for professional activity in the context of the digitalization of society and education; provision of the process of training pedagogical personnel with hardware, network and software resources adequate to the needs; reducing the level of academic load on teachers who train teachers; improving the quality of professional pedagogical education based on personalization and targeting; ensuring the parity of interests of commercial organizations, state and public institutions, personal interests of future teachers; purposeful formation of future teachers’ competence in the design and modernization of educational space based on IR technologies; formation of professional competence among future teachers in the field of ensuring the protection of children and youth in the information space.

scholarly journals Information and Communications Technology in the Professional Training of Future Professionals in the Field of Culture and Art

2021 ◽  
Vol 12 (3) ◽  
pp. 134-153
Author(s):  
Oleksii Rohotchenko ◽  
Tetyana Zuziak ◽  
Svitlana Kizim ◽  
Svitlana Rohotchenko ◽  
Oleksandr Shynin
Keyword(s):  
Cloud Computing ◽  
Professional Training ◽  
Professional Competence ◽  
Text Messages ◽  
Educational Process ◽  
Information And Communications Technology ◽  
The Self ◽  
Professional Activity ◽  
Computing Technologies ◽  
E Learning

The article deals with the self-education of future specialists in the field of culture and art within the context of philosophical, psychological, and pedagogical studies of the postmodern era. This substantiates the need to use e-learning in professional training. The use of cloud computing technologies is one of the educational process’ innovations. As shown by our research and personal experience implementing cloud computing technologies into the educational process proves to be feasible for training future professionals in the field of culture and art, including their self-education. The article shows that the aim of self-education of the future professionals in the field of culture and art is personal and professional perfection, and also achievement, at the maximum possible level, of the creative ideal. Today their professional training is focused on self-perfection, ability to self-educate, skill to foresee the consequences of their professional activity and search for the new ways to solve their professional tasks using ICT. The article justifies that cloud computing technologies allow spreading content in the Internet, they facilitate posting the text messages, photographs, pictures and musical files. Accessibility, openness, interactivity of the cloud computing technologies cause their wide use for both on-line and off-line communication, data sharing of text, multimedia and audio resources for all participants of the educational process that enriches the self-education of future professionals in the field of culture and art and makes it rich in content, practically-oriented and enhances professional competence. The article concludes that e-learning best meets methodological requirements of the postmodern society.

scholarly journals PARTISIPATIVE APPROACH AS EDUCATIONAL INNOVATION OF PROFESSIONAL TRAINING FUTURE TEACHERS

2020 ◽  
pp. 176-182
Author(s):  
Olga POLEVIKOVA ◽  
◽  
Tetiana SHVETS ◽  
Keyword(s):  
Professional Training ◽  
Educational Innovation ◽  
Preschool Education ◽  
Participatory Approach ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Identification ◽  
Professional Activities ◽  
And Behavior

The article analyzes the problem of participatory approach to professional training of future teachers in the modern space of education, highlights its theoretical aspects, and outlines the scope of its practical application in the field of preschool education. In particular, the peculiarities of the organiza- tion of the educational process based on participa- tory approach are traced. The authors revealed the peculiarities of the organization of the educational process based on a participatory approach as one of the components of the theoretical and methodological basis for the development of professional competencies of future teachers. This will allow modeling the social content of future professional activity through awareness, acceptance of the principles of participation, which is an alternative to authoritarianism. The authors of the article consider the participatory approach as an educational strategy, the implementation of which allows involving future teachers in making hypothetical management decisions, promotes the formation of initiative, responsibility and independence in solving trivial and non- standard problems in educational and professional activities. The results of the application of a participatory approach in the process of development of profes- sional competencies of future teachers can be a) increase the motivation to learn, job satisfaction; b) disclosure of own potential, primary professional identification; c) satisfaction of the need to achieve, self-realization, self-affirmation; d) the formation of qualification and professional and personal guidelines of consciousness and behavior.

scholarly journals Diagnostics of the readiness for self-improvement of the future teacher in the conditions of COVID-19

2021 ◽  
Vol 14 (33) ◽  
pp. e16589
Author(s):  
Valentyna Bilyk ◽  
Artem Tkachov ◽  
Ivanna Tkach
Keyword(s):  
Spiritual Development ◽  
Professional Training ◽  
Well Being ◽  
Educational Process ◽  
Future Teacher ◽  
Theoretical Research ◽  
Professional Activity ◽  
Future Teachers ◽  
The Future ◽  
Professional Self

The society's need for competitive specialists capable of solving urgent issues requires focusing efforts on solving the most pressing problems in education in today's pandemic conditions. The psychological and pedagogical literature has repeatedly emphasized the need for self-improvement as a component of self-education of a person in general and a teacher in particular. One of the most important factors in the success of further professional activity is the formation of students' readiness for professional self-improvement. The issues of training future teachers remain topical, because both the intellectual, moral and spiritual development of children and youth, the socio-economic well-being of the country depend on their activities. Since the attention of specialists is focused on the personal potential of a person, the urgent is the problem of the formation of future teachers' readiness for self-improvement in the process of individualization of professional training pedagogical science. For this, the methods of theoretical research of profile sources were used, and also theoretical and ascertaining experiments were carried out. It is proved that the training of a future teacher  should be focused on the personality, the recognition of a person as the highest value in society, and providing conditions for personal self-improvement of the future teacher is one of the priority areas in the educational process of the university

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