THE IMPORTANCE OF WORKSHOPS IN THE PROCESS OF TRAINING FUTURE TEACHERS

Рассматривается совокупность требований, предъявляемых к педагогу общеобразовательной школы в формате профессиограммы педагога, в контекстах ресурсов образовательной практики педагогического вуза, направленных на формирование профессиональной компетентности выпускника. Цель исследования – обобщить опыт и представить модельное видение авторского психолого-педагогического практикума как рассредоточенного курса подготовки будущего педагога. Материалом исследования выступили: результаты анкетирования обучающихся педагогического вуза выпускных курсов и педагоги базовых школ Томского государственного педагогического университета, а также разработанный автором психолого-педагогический практикум. На основе данных анкетирования определены ресурсы развития содержания педагогического образования, в качестве одного из механизмов решения задачи актуальной профессиональной подготовки будущих педагогов предлагается психолого-педагогический практикум. На основе анализа научно-педагогической литературы и опыта подхода к реализации психолого-педагогического практикума избран формат практико-ориентированной организации курса, основанный на сочетании нескольких вариантов учебной деятельности (учебная деятельность по изучению теоретических сведений, учебное моделирование, проектирование и конструирование, учебное взаимодействие и самостоятельная работа в период педагогической практики), описана логика распределения учебного материала на вариативный и инвариантный модули. Психолого-педагогический практикум как элемент создания практико-ориентированной образовательной среды позволяет осуществить внутреннюю взаимосвязь между предметными, психолого-педагогическими и методическими курсами, способствуя формированию педагогически значимых качеств выпускника педагогического вуза. The article considers the set of requirements for a teacher of a general education school in the format of a teacher’s professionogram, and the resources of the educational practice of a pedagogical university aimed at forming the professional competence of a graduate. The purpose of the study is to summarize the experience and present a model vision of the author’s psychological and pedagogical workshop as a dispersed training course for the future teacher. The material of the study was: the results of the survey of students of the pedagogical university of the final courses and teachers of the basic schools of the Tomsk State Pedagogical University, as well as the psychological and pedagogical workshop developed by the author. On the basis of the presented survey data, the resources for the development of the content of pedagogical education are identified, and a psychological and pedagogical workshop is proposed as one of the mechanisms for solving the problem of actual professional training of future teachers. Based on the analysis of the scientific and pedagogical literature and the experience of the approach to the implementation of the psychological and pedagogical workshop, the format of the practice-oriented organization of the course is chosen, based on a combination of several variants of educational activities (educational activities for the study of theoretical information, educational modeling, design and construction, educational interaction and independent work during pedagogical practice), the logic of the distribution of educational material into variable and invariant modules is described. The psychological and pedagogical workshop as an element of creating a practice-oriented educational environment allows for the internal relationship between subject, psychological, pedagogical and methodological courses, contributing to the formation of pedagogically significant qualities of a graduate of a pedagogical university.

PEDAGOGICAL GIFTEDNESS AS A FACTOR OF SUCCESSFUL PREPARATION OF STUDENTS OF ADDITIONAL EDUCATION FOR CONCERT PERFORMANCE

This paper examines the features of the activities of a teacher of additional education related to the preparation of students for a concert performance and necessity of creating favorable conditions to the successful performance of students. The most common shortcomings in preparing students for performing in front of audience are identified, also the main stages of the musical teaching process are considered. In the course of analyzing the activities of a music teacher, it was revealed that in the structure of the organization of the musical teaching process when working with gifted students, it is important that the teacher has pedagogical giftedness, which includes a number of pedagogical abilities. On the basis of the studied materials and the experience of foreign countries, the author proposes, on the basis of a bachelor's degree, to enter a course of major disciplines such as psychology of musical and pedagogical activity, psychological and pedagogical workshop and the art of teaching stage performance, and for acting teachers on the basis of children's music schools, to introduce an advanced training course of psychological and pedagogical support of students in the conditions of concert activities for teachers of additional education.

Formation of Communicative and Linguocultural Consciousness Based on the Film Text: Linguosynergetic Approach

The article describes the experience of work at the Children's University of the Don State Technical University, where the author's program for the development of oral and written speech is being implemented. Fragments of lessons conducted using the technology of a pedagogical workshop are presented; a set of exercises that contribute to the formation of communicative and linguocultural consciousness when working with non-traditional means - a film text and a linguocultural diary. The linguosynergetic approach, chosen as the leading one, allows considering the model of linguistic comprehension of the language, taking into account the possibilities of the interconnected work of the human brain, nonlinearity in speech activity. It is concluded that the selected technology and teaching aids contribute to the activation of the speech-thinking activity of students.

Substantiation of pedagogical conditions for corporate culture development of university lecturer

The necessity of creating special conditions affecting the effectiveness of the formation of the corporate culture of the lecturer is justified. Pedagogical conditions are considered as a set of created and sufficient circumstances in the professional and educational environment, the implementation of which is designed to ensure the most productive improvement of the indicators of the corporate culture of the lecturer within the framework of intra-university further training. Two groups of conditions are justified: objective (development of the information environment of the university; creation of positive relationships in the team; implementation of innovative technologies) and subjective (formation of motivation for continuous self-improvement; development of values of corporate relations; formation of readiness for cooperation). We disclose each of the considered pedagogical conditions in detail, analyze their complex influence on the formation of the corporate culture of a university lecturer. They were tested during a pedagogical workshop implemented by the author in the process of intra-university further training.

RADIONIČARSKI RAD U NASTAVI U KONTEKSTU PODSTICANJA EMPATIJE

Teaching as an interaction process, in which educational, functional, and upbringing tasks are intertwined, unites the intellectual, emotional, and active aspects of personality development. Oriented towards this concept, teaching must provide an opportunity for students to develop many organizational components through organizational activities, among which empathy has a significant place. As the ability to respect, understand and experience the feelings of others, empathy in teaching can be developed by those forms of teaching that are based on a cooperative relationship and full engagement of students in the process of acquiring knowledge and exchanging experiences. As the pedagogical workshop is an innovative form of teaching that is based on these features, the paper aims to review previous research in this area to indicate its role, opportunities, and importance in the process of developing empathy in students. The main conclusions are: the application of collaborative activities has positive effects on the emotional development of students and encourages empathy; the activity of participants based on personal experience presupposes more positive results on the students emotional development; creating circumstances for students to feel different emotions, role plays, simulations, the use of dramatic content were singled out as the most effective activities in teaching. The workshop provides an opportunity to combine different activities, and is recognized as the greatest potential that teachers can use in their practice to emphasize the em

A IMPORTÂNCIA DOS ESTUDOS COSMOGRÁFICOS PARA A LICENCIATURA EM GEOGRAFIA

RESUMO A Cosmografia Geográfica teve seu conceito construído entre os séculos XV e XVI. Seu estudo busca explicar as dinâmicas físico-naturais e culturais terrestres à luz dos conhecimentos cosmográficos, nos mais variados tempos históricos. Possibilita-se assim à Geografia, uma maior completude na compreensão das relações intrínsecas da Terra, enquanto astro e local propício ao desenvolvimento da vida, e o Cosmos. Nesse sentido, objetivou-se debater a relevância da Cosmografia Geográfica como disciplina para a compreensão de fenômenos que ocorrem no planeta, e como um norteador importante para o entendimento básico das dinâmicas de grandezas físicas que deram origem ao planeta em que vivemos. Metodologicamente, foram realizadas duas pesquisas: a aplicação de uma oficina pedagógica na Escola Estadual de Ensino Médio de Itaara-RS, com duas turmas do 1° ano; e a prática de uma entrevista com graduandos situados entre os 5° e o 8° semestres do curso de graduação em Geografia Licenciatura Plena da UFSM. Os resultados evidenciaram a importância de uma base teórica para estudos mais detalhados sobre a Cosmografia Geográfica nos cursos de graduação em Geografia Licenciatura Plena, de maneira a aperfeiçoar o ensino no exercício escolar. Palavras-chave: ensino de Geografia, Cosmografia Geográfica, formação. ABSTRACT The Geographic Cosmography had its concept built between the 15th and 16th centuries. Its study seeks to explain the physical-natural and cultural dynamics of the earth in the light of cosmographic knowledge in various historical times. Geography is thus made possible, a greater completeness in the understanding of the intrinsic relations of the Earth, as star and propitious place for the development of life, and the Cosmos. In this sense, the objective was to debate the relevance of Geographic Cosmography as a discipline for the understanding of phenomena that occur on the planet, and as an important guide for the basic understanding of the dynamics of physical magnitude that gave rise to the planet in which we live. Methodologically, two researches were conducted: the application of a pedagogical workshop at the State High School of Itaara-RS, with two 1st grade classes; and the practice of an interview with undergraduate students between the 5th and 8th semesters of the UFSM Undergraduate Geography undergraduate course. The results showed the importance of a theoretical basis for more detailed studies on Geographic Cosmography in undergraduate Geography undergraduate courses, in order to improve teaching in the school year. Keywords: Geography Teaching, Geographic Cosmography, Formation. RESUMEN La cosmografía geográfica tuvo su concepto construido entre los siglos XV y XVI. Su estudio busca explicar la dinámica físico-natural y cultural de la tierra a la luz del conocimiento cosmográfico en varios tiempos históricos. Así, posibilita a la geografía una mayor integridad en la comprensión de las relaciones intrínsecas de la Tierra, en cuanto un astro y un lugar propicio para el desarrollo de la vida y el Cosmos. En este sentido, el objetivo era debatir la relevancia de la cosmografía geográfica como disciplina para la comprensión de los fenómenos que ocurren en el planeta, y como una guía importante para la comprensión básica de la dinámica de la magnitud física que dio origen al planeta en el que vivimos. Cuanto la metodología, se realizaron dos investigaciones: la aplicación de un taller pedagógico en la Escuela Secundaria Estatal de Itaara-RS, con dos clases de 1º grado; y la práctica de una entrevista con estudiantes de grado entre el 5° y 8° semestre del curso de Geografía de UFSM. Los resultados mostraron la importancia de una base teórica para estudios más detallados sobre Cosmografía Geográfica en los cursos de grado de Geografía, con el fin de mejorar la enseñanza en el ejercicio escolar. Palabras clave: Enseñanza de Geografía. Cosmografía Geográfica. Formación. Résumé La cosmographie géographique a vu son concept construit entre le XVe et le XVIe siècle. Son étude cherche à expliquer la dynamique physique-naturelle et culturelle de la terre à la lumière des connaissances cosmographiques, dans les époques historiques les plus variées. De cette façon, il est rendu possible à la géographie une plus grande complétude dans la compréhension des relations intrinsèques de la Terre, en tant qu'étoile et lieu propice au développement de la vie, et du Cosmos. En ce sens, l'objectif était de débattre de la pertinence de la cosmographie géographique en tant que discipline pour la compréhension des phénomènes qui se produisent sur la planète, et en tant que guide important pour la compréhension de base de la dynamique des grandeurs physiques qui ont donné naissance à la planète sur laquelle nous vivons. Sur le plan méthodologique, deux recherches ont été menées: l'application d'un atelier pédagogique au lycée d'État d'Itaara-RS, avec deux classes de 1ère année; et la pratique d'une entrevue avec des étudiants de premier cycle entre les 5e et 8e semestres du cours en géographie , license pleinne à l'UFSM. Les résultats ont montré l'importance d'une base théorique pour des études plus détaillées sur la cosmographie géographique dans les cours de premier cycle en license pleinne en géographie, ayant l’objectif d'améliorer l'enseignement à l'école. Mots-clés: Enseignement de la géographie, Cosmographie géographique, Formation.