The role of instilling moral values in primary schoolchildren

The aim of this study was a comprehensive coverage of the effectiveness of instilling moral values in the education of primary schoolchildren for their further update. The following tools were used for the collection and processing of statistical data: scientific literature review, survey results, questionnaires for parents, generalization of theoretical and empirical data, diagnostic methods (direct and indirect pedagogical observation, unfinished sentence technique, game activity, icon exercises, analysis of moral and ethical situations, independent characteristics), statistical methods of calculation. The online utility Text Analyzer was used to process open responses from parent questionnaires. The introduction of individual, group, as well as training forms of work, discussion, feedback techniques, games and art methods into the educational process of primary school has provided positive changes in instilling moral values in students. The interaction of family and school contributed to the development and improvement of parents’ pedagogical knowledge and skills. The levels of moral values in primary schoolchildren in experimental groups after the completion of the formative stage of the experiment significantly exceed the indicators of control groups.

COMMUNICATIVE COMPETENCE IS IN SYSTEM OF PROFESSIONAL PREPARATION OF TEACHER OF INITIAL SCHOOL

On the basis of theoretical analysis, the content and structure of the concept of «communicative competence», communicative qualities of the teacher, styles of teachers and students, criteria for the formation of communicative competence of the teacher of elementary classes are clarified. The influence of the style of communication of the teacher to the level of its communicative competence is shown. It has been found that communicative competence is an integrated characteristic of the level of professional preparedness of a teacher based on fundamental psychological and pedagogical knowledge and skills that manifest themselves in unity with personal qualities. It involves the ability of the teacher to perceive and adequately explain the behavior of the disciple; notice changes in its emotional sphere and behavior, analyze and adequately interpret them; Use such mechanisms of interpersonal knowledge as empathy, identification, decentralization. The paper noted that the democratic style of communication contributes to the development of activity and creativity of students, the orientation for independent problem solving is carried out, confidence, independence, sense of emotional proximity is formed, the self-affirmation process takes place, a sense of pleasure and confidence in their power appears. This style carries a call for cooperation and cognitive activity. It was found that the formation of communicative competence is expedient to exercise in two ways: 1) the weapons of future teachers with knowledge of psychology of professional communication and their own peculiarities of communication; 2) Formation and correction of skills and skills of professional communication.

COMMUNICATIVE COMPETENCE IS IN SYSTEM OF PROFESSIONAL PREPARATION OF TEACHER OF INITIAL SCHOOL

On the basis of theoretical analysis, the content and structure of the concept of «communicative competence», communicative qualities of the teacher, styles of teachers and students, criteria for the formation of communicative competence of the teacher of elementary classes are clarified. The influence of the style of communication of the teacher to the level of its communicative competence is shown. It has been found that communicative competence is an integrated characteristic of the level of professional preparedness of a teacher based on fundamental psychological and pedagogical knowledge and skills that manifest themselves in unity with personal qualities. It involves the ability of the teacher to perceive and adequately explain the behavior of the disciple; notice changes in its emotional sphere and behavior, analyze and adequately interpret them; Use such mechanisms of interpersonal knowledge as empathy, identification, decentralization. The paper noted that the democratic style of communication contributes to the development of activity and creativity of students, the orientation for independent problem solving is carried out, confidence, independence, sense of emotional proximity is formed, the self-affirmation process takes place, a sense of pleasure and confidence in their power appears. This style carries a call for cooperation and cognitive activity. It was found that the formation of communicative competence is expedient to exercise in two ways: 1) the weapons of future teachers with knowledge of psychology of professional communication and their own peculiarities of communication; 2) Formation and correction of skills and skills of professional communication.

THE USE OF CASE TECHNOLOGY IN THE PROCESS OF STUDYING THE DISCIPLINE "MILITARY PSYCHOLOGY AND PEDAGOGY" AMONG CADETS IN THE SPECIALTY OF MILITARY MEDICAL SUPPORT

В данной статье рассматриваются вопросы использования кейс-технологии в процессе изучения дисциплины «Военная психология и педагогика» у курсантов. В статье указаны следующие условия повышения мотивации курсантов к изучению «Военной педагогики и психологии» а также указаны методы самостоятельных работ над ситуацией, где курсанты выполняют разновидности аналитической деятельности. Также указан анализ, что в ходе научно-исследовательской деятельности приобретаются и развиваются следующие качества у курсантов такие как: умение самостоятельно проводить исследование; умение работать с научно-технической литературой; инициатива и творчество; использование, расширение и углубление психолого-педагогических знаний и умений; опыт совместной работы с преподавателями специальных дисциплин; самоутверждение учащихся в данной предметной области и т.д. Кроме этого предлагается активная работа учащихся на основе использовании кейса, которая рассчитана на индивидуальное и групповое выполнение данных ситуаций. This article discusses the use of case technology in the process of studying the discipline "Military psychology and pedagogy" among cadets. The article specifies the following conditions for increasing the motivation of cadets to study "Military pedagogy and Psychology" and also specifies methods of independent work on the situation where cadets perform types of analytical activities. The analysis also indicates that in the course of research activities, the following qualities are acquired and developed in cadets, such as: the ability to independently conduct research; ability to work with scientific and technical literature; initiative and creativity; use, expansion and deepening of psychological and pedagogical knowledge and skills; experience of joint work with teachers of special disciplines; self-affirmation of students in this subject area, etc. In addition, it offers active work of students based on the use of the case, which is designed for individual and group implementation of these situations.

Reflections on Post-Conference Feedback as a Developmental Teacher Training Strategy: Teaching Practice Supervisors’ Experiences in an ODL Institution

Nationally and internationally, higher education institutions offer teaching practice as one of the teacher training support strategies to develop pre-service teachers’ pedagogical knowledge and skills. The University of South Africa is one of the higher education institutions that offer open and distance learning and has a high number of pre-service teachers. The University’s teaching practice is supervised by experts and culminates in a conferencing session in which the supervisor provides feedback on various aspects of the teaching practice. This study explored the teaching practice supervisors’ reflections on post-conference feedback as a developmental approach towards reinforcing assessment for learning. The qualitative approach was used as the researchers interpreted these supervisors’ reflections on post-conference feedback as a developmental approach. Through purposive sampling, supervisors who had supervised pre-service teachers for three or more years were selected. The findings of this study showed that post-conference feedback was developmental to pre-service teachers and supervisors. The findings further illuminated the way in which supervisors had assessed pre-service teachers’ teaching skills to understand their strengths and weaknesses. In addition, the study identified pitfalls such as time and the supervisor-to-pre-service-teacher ratio as 1:10 per week, which was unsustainable. The study suggests that there is a need to set clear and specific outcomes for assessment, to provide a self-assessment rubric for pre-service teachers to avoid conflicts during the post-conference feedback, and to arrange professional development workshops to be conducted with the supervisors.

Substantiation of a model for forming readiness of bachelors of the automotive profile for the implementation of future professional and pedagogical activities in SVE system

The article examines the structural-procedural model of the formation of the readiness of bachelors of the automotive profile for the implementation of professional and pedagogical activities in vocational education. The didactic principles and methodological approaches, components of the formation of a system of professional and pedagogical knowledge and skills, pedagogical conditions, stages of evaluating research results, criteria and levels of preparedness of bachelors for the implementation of future professional and pedagogical activities in the SVE system have been substantiated.

The implementing system of a multidimensional approach to improving pedagogical excellence

Recently, scientists have been proving the thesis that attracting multi-level aspects and approaches to the learning process among students causes a leap effect, according to which synergy of educational and non-educational factors can even lead to exceeding the results expected within the model. However, this is possible only with multivariable modeling, since the mutual strengthening of optimization and efficiency factors in a separate academic group, faculty or universities “although it involves the interaction (synergy) of various factors with the effect of golden growth”, according to which the result, as a rule, prevails the sum of effort and cost, is still impossible without mathematical models of the private components of this process. As the components (economic, informational, labor, etc.) aren’t isomorphic in qualitative and essential plans, it is advisable to carry out forecasting and performance assessments according to individual parameters. At the first motivational stage, there is the development of the knowledge component of pedagogical skills, which is determined by the need for future teachers to develop physical culture of the system of basic pedagogical knowledge and skills for future professional activity in the professional environment. The purpose of the second stage of the activity formation of the social competence of future service specialists is to develop the skills of perception and understanding of the emotional state of the opponent in a critical situation; selection of basic strategies of behavior in different situations, solution of conflict situations and conditions of their use in a professional environment. The third stage is the reflection stage. We highlighted this stage because the development of pedagogical skills involves the presence of reflection in a student, due to which he sees himself and other subjects of interaction in various situations; selects means and methods to resolve or prevent conflicts.

Teachers' Pedagogical and Content Knowledge After Participation in Virtual Professional Development

Teachers and school district administrators, particularly in the United States, are increasingly turning to teacher virtual professional development (VPD) to stay current and learn new pedagogical knowledge and skills. With more English learners (ELs) entering public school classrooms, it is essential to find effective ways to prepare educators to meet the needs of these students. The authors examined the improvement of Texas in-service teachers' English as a second language (ESL) pedagogical and content knowledge after participating in a VPD program designed for developing teachers' ESL instructional capacity. Chi-square analyses were conducted with participant pre- and post-survey data (n=61). Results indicated a significant improvement in teacher knowledge after program completion. There was no difference in teachers' knowledge gains based on their school district location. These findings are in line with other researchers who have found improvement in terms of teacher knowledge and instructional practices after participation in VPD.

Formation of intellectual and pedagogical competence of postgraduates in the conditions of a steadily developing innovative educational environment

The article substantiates the need for the formation of the intellectual and pedagogical competence of postgraduates of future university teachers in the conditions of a sustainable innovative educational environment. The essential characteristic of intellectual and pedagogical competence, its components, including the ability to apply the acquired knowledge for the effective implementation of the process of teaching and upbringing of students, the ability to innovative pedagogical activity are revealed. The relevance of the problem of the formation of this competence at the scientific and pedagogical level is due to the need to select the content of educational disciplines of the pedagogical cycle, based on the requirements of the professional activity of a teacher, a teacher-researcher with a focus to new social demands, that determine the goals of sustainable development of higher education. In a professionally oriented aspect, the formation of the intellectual and pedagogical competence of postgraduates is directly dependent on the ability to implement educational programs, to apply modern technologies and methods of teaching and educating students, on the readiness for pedagogical activity as a teacher, teacher-researcher, which entails the need to master intellectual and pedagogical knowledge and skills, projected on the solution of professional tasks, that constantly arise in the educational process.