scholarly journals COURSE OF "COMPUTER GEOMETRY" IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY

2017 ◽  
Vol 5 ◽  
pp. 732-736
Author(s):  
Akan Mubarakov ◽  
Jaroslav Kultan ◽  
Ainash Davletova ◽  
Mira Rakhimzhanova
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Problem Analysis ◽  
Future Teachers ◽  
Academic Subject ◽  
The Subject ◽  
The University ◽  
Computer Geometry ◽  
Selection Of

When considering the various areas of computer mathematics, especially geometry sticks out, where the problem analysis clearly and fully illustrates the computer. The discipline called "Computer Geometry" (F.Preparato, M.Sheymos) worthily appreciated by modern scientists. However, the practice of training in the higher education institutions (especially training of future teachers), does not provide studying of the Computer Geometry as an academic subject. Perspectives and methodology of Computer Geometry are developed by detailed study of specific problems, and the selection of the content of such course should be conducted on the basis of certain principles, all of which in total have to reflect the prospects of formation of the identity of the trainee as the subject of education adequately.

Methodological Support of Readiness Formation of Future Teachers for Inclusion

2019 ◽  
Vol 7 (3) ◽  
pp. 23-27
Author(s):  
Ольга Козырева ◽  
Ol'ga Kozyreva
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Environment ◽  
Educational Process ◽  
Future Teachers ◽  
Normative Documents ◽  
Professional Activities ◽  
The Subject ◽  
The University

The results of higher education are determined by normative documents and are based on the theory of competence approach. They refl ect the readiness of the future teacher to professional activities in the terms of inclusive education. Analytical verifi cation of various scientifi c sources makes it possible to assert that the essence of the various components of the methodological support of the learning process is the subject of scientifi c disputes. But it is worth noting that currently the researchers have not brought a single interpretation of such a concept as “methodological support”, which forces for their own understanding of this designation to refer to it. Methodological support is mainly singled out not just as a pedagogical component, but also as an integral part of the whole educational process. It is characterized by the volume and content of the working programs of disciplines, provides organizational and pedagogical conditions necessary for the formation of the educational environment of the University readiness of future teachers for inclusion. Properly selected and implemented in full methodological support of any process makes it guaranteed to be effective.

scholarly journals Diagnostics of the education quality in the higher educational institution

2019 ◽  
Vol 7 (3) ◽  
pp. 4 ◽  
Author(s):  
E. V. Myalkina
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Education Institution ◽  
Educational Process ◽  
Quality Of Education ◽  
Diagnostic Process ◽  
Diagnostic Complex ◽  
The University

Introduction: the problem of diagnostics of the quality of education at a higher education institution is becoming increasingly relevant in the conditions of the need to fulfill the criteria for the effectiveness of higher education institutions, the introduction of new generation standards in higher education institutions and the modernization of the educational program management system. Diagnostics of the quality of education is considered as an important process that ensures a steady position of the university in the educational services market, the  growth of indicators for the admission campaign,  the increase of reputational capital. Diagnostics of the quality of education makes it possible to identify significant factors in determining the prospects for the development of a university, having a significant impact on the performance indicators of a university and characterizing the results achieved and the resources used.Materials and Methods:the article discusses the system for the quality of education evaluation at Minin University, it describes its key components, reveals the elements of the diagnostic complex and their systemic interconnection. The characteristics of the elements of the diagnostic complex describes in detail the issue of improving the efficiency of the university in terms of the implementation of the management model of the main professional educational programs, the description of the diagnostic procedure for each category of participants in the educational process is presented.Results:the author describes the methodology and the main stages of diagnosing the quality of education at the university using the example of  Minin University, gives integrated assessment criteria and their relationship with other elements of the monitoring system and evaluating the quality of education at the university, lists the effects of introducing a comprehensive system for diagnosing the quality of educational activities.Discussion and Conclusions:in the final part of the article, the possibilities of further improving the system of assessment of the quality of education in the educational system of higher education are considered. Arguments about the need to further expand the range of issues raised by the diagnostic process are made; the ratio of the existing positions of the university to the requirements of the legislation is made. 

scholarly journals Formation of the orientational basis of Informatics future teachers’ professional activities

2019 ◽  
pp. 177-180
Author(s):  
Irina A. Bykova ◽  
Nadezhda I. Zavodchikova ◽  
Ul'yana V. Plyasunova
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Future Teachers ◽  
Training And Education ◽  
Professional Activities ◽  
Intellectual Activities

In the article here is considered the problem of formation of students’ professional abilities in pedagogic higher education institutions when studying the course of a way of training and education in the field of informatics. Need is reasoned to use basic provisions of the theory of stage-by-stage formation of intellectual activities when developing practical tasks of the course. The model of the teacher’s and students’ activity, developed by authors, allows them to allocate types of tasks of the course of a way of training and education in the field of informatics, their use in the educational process promotes formation of the orientational basis of future Informatics teacher’s professional activities. In addition, the algorithm for development of tasks is described in the article, examples of tasks of each type are given.

scholarly journals Leading students towards a new soft-skills perspective: development for employment

2021 ◽  
Vol 12 (1) ◽  
pp. 283-296
Author(s):  
ALMA SHEHU LOKAJ ◽  
Vehbi Miftari ◽  
Vjosa Hajdari
Keyword(s):  
Higher Education ◽  
Soft Skills ◽  
Higher Education Institutions ◽  
Research Work ◽  
Practical Application ◽  
Education And Employment ◽  
The University ◽  
The Relationship ◽  
B Test ◽  
Selection Of

Aim. Based on similar studies, this research work aims to investigate the perception of students and Higher Education Institutions (HEIs) of learning about the importance of soft skills for their education and employment since these skills are increasingly sought-after by potential employers. Methods. The Kendall Tau b test and Mann Whitney U test have been applied to show the relationship between soft skills and job preparedness for students. This study investigates a selection of 100 students from a private HEI (UBT College) and 100 students from a public HEI (University “Haxhi Zeka”), both in Kosovo. A total of 200 valid responses were collected from July to September 2020. Goldsmith inventory for 15 soft skills has been distributed as a questionnaire has been distributed to the students of these universities. Results and conclusion. The research results indicate that in soft skills development of the UBT College students is significantly higher than the soft skills developed of the University “Haxhi Zeka” students. The findings also show that most of the students believe that their actual soft skills were at a less than the desired level. Practical application. This research implicates the Higher Education Institutions to consider the soft skills as an important tool for enhancing graduates’ employability. The results indicate the need to  reconsider the curriculum by embedding soft skills on it. The students’ perception on soft skills is a contribution not only for the universities considered in this research but also for all graduates in HEIs in Kosovo, since the curriculum does not change much among universities. According to Eurostat the unemployment youth rate in Kosovo is about 55.4% and for this reason the results will help the HEIs to rethink about their students’ future employment opportunities. Originality. This is the only study done in Kosovo about graduates’ soft skills and employment and it provides information about a concerning problem in the country. This paper suggests initiatives to upgrade students’ soft skills and to improve their perspective on their future employment.

scholarly journals ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF FUTURE PHILOLOGY TEACHERS’ TRAINING IN THE EDUCATIONAL AND COMMUNICATIVE ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 120-127
Author(s):  
Тетяна Григоренко
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Life Experience ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Practical Training ◽  
Future Teachers ◽  
Communicative Activities ◽  
Teachers Training ◽  
Communicative Activity

The article defines that in modern Ukrainian realities the teacher of Ukrainian language and literature of the new generation appears as a person who is aware of national, cultural and linguistic values, preserves and continues Ukrainian cultural and historical traditions, has creative personality, is a true patriot, professional teacher (active citizen of Ukraine), spiritual mentor. Accordingly, there is the demand to improve philology teachers’ professional training, taking into account different concepts, approaches and principles; ensuring a harmonious combination of purpose, content, structure, stages, forms, and methods of organization the educational and communicative environment of higher education institutions. Any system can function and develop successfully only under certain conditions, as well as the result of future philology teachers’ professional training in an educational and communicative environment.The optimal pedagogical conditions for future philology teachers’ training in the educational and communicative environment of higher education institutions have been identified: 1) increasing motivation and pedagogical reflection on the professional and communicative activities of future teachers of philology by means of interactive technologies; 2) the use of communicative learning strategies during the training of future teachers of philology; 3) improving the content and forms of practical training to gain experience in future professional and communicative activities; 4) creation of educational-methodical and educational-informational support of educational-communicative environment for training of teachers of philology. It was found that such pedagogical conditions would improve the educational and communicative environment, create a mechanism of mental activity of students, which will contribute to the accumulation of knowledge and life experience, as well as support studentsʼ intellectual efforts, stimulate cognitive and communicative activity. It has been confirmed that pedagogical conditions optimize the improvement of the educational process, the creation of such a mechanism of students' thought process, which will promote the accumulation of knowledge and life experience, as well as support studentsʼ intellectual efforts, stimulate cognitive and communicative activity.

scholarly journals FORMAL AND ORGANIZATIONAL TRENDS IN PSYCHOLOGICAL TRAINING OF FUTURE TEACHERS IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE

2019 ◽  
Vol 2019 (3) ◽  
pp. 21-31
Author(s):  
Ganna Slobodianiuk
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Teaching Profession ◽  
Educational Process ◽  
Practical Training ◽  
Future Teachers ◽  
Higher Education System ◽  
Psychological Training ◽  
Independent Work

The vector of competence approach in professional formation of specialists poses to the higher education of Ukraine the question of the quality of future teachers’ preparation, the examination of which should become the professional competencies of the graduate student. The psychological competencies of the teacher require specification of the application of psychological knowledge in relation to a number of interactions that mediate the educational process and activity of a teacher. It is logical for the society to expect that the basic psychological competences of the future teacher should be acquired at the stage of primary professionalization in the educational institution which prepares teachers. Structurally normative psychological training of future teachers is indirectly reflected in the scope of teaching and distribution of teaching hours of psychological disciplines, in their content and structuring in different training courses, the ratio of classroom hours and independent work of the student in the discipline. The purpose of the work is to summarize the educational tendencies in the content of the curricula of psychological training of future teachers in the higher education system. The main results were obtained through the methods of analysis of curricula for the preparation of mathematics teachers of bachelor level in different higher education institutions of Ukraine in the context of: the volume of academic hours of disciplines of psychological cycle and their content representation; studying trends in the ratio of different forms of classroom training and their share in the general and practical training of specialists. The analysis of ten-year curricula and programs of psychological disciplines showed a variety of volumes of study of psychological disciplines, a tendency to decrease its academic hours, a reduction in the number of ECTS credits and reduction of the applied content component of developmental, pedagogical, social psychology and psychological foundations of family life. There is a certain tendency to decrease the quota of classroom study of psychological disciplines and increase the volume of students’ independent work. The lack of approved national professional standard for the teaching profession makes it difficult to include applied psychological disciplines in teacher training plans designed to ensure the formation of professional psychological competencies of future educators.

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 Experimental program aimed at the development of methodological culture of future teachers-choreographers in higher education institutions of Ukraine

2021 ◽  
Vol 2021 (3 (136)) ◽  
pp. 22-28
Author(s):  
Yu Haiyu
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Practical Aspect ◽  
Educational Process ◽  
Experimental Program ◽  
Future Teachers ◽  
Philosophical Perspective ◽  
Teaching Aids ◽  
Universal Values ◽  
Creative Products

The article is devoted to the practical aspect related to the development of methodological culture of the future teachers specialised in Choreographic Art. The purpose of the article is determined by the possibility of resolving the contradiction between the need to overcome the "gap" between awareness of the importance of methodological culture of teachers to reach the top of pedagogical activity and the lack of theoretical and methodological resources for methodologization of continuous pedagogical education. The purpose of the study was to develop an experimental program enabling the development of methodological culture of future teachers-choreographers in higher education institutions and to confirm the effectiveness of its implementation in the educational process of a teacher training university. The use of theoretical (analysis of scientific, methodological, psychological and pedagogical sources) and practical (modelling, observation, analysis of students’ creative products) methods allowed us to outline the terminological and conceptual coordinates of the phenomenon under study and to present the results of the experimental work in terms of its practical application. The methodological culture of future teachers-choreographers is defined as a construct which includes knowledge in the field of pedagogical methodology; mastery of methods, tools and functionality of scientific knowledge; reflective mental activity within the coordinates of pedagogical reflection; skills to critically analyse pedagogical phenomena; a set of interiorised profession-related pedagogical, worldview-oriented and universal values which determine the development of profession-related consciousness; philosophical perspective of teaching. An experimental program (stages of work with students, teaching aids, forms of organisation) aimed at the development of methodological culture of future teachers-choreographers has been developed. The results of the implementation of the experimental program aimed at the development of methodological culture of the bachelor-course (first education level) students specialised in 014 Secondary Education (Choreography) have been highlighted.

scholarly journals Pedagogical conditions for forming the project competence of future teachers in the university environment

2021 ◽  
Vol 18 (3) ◽  
pp. 103-114
Author(s):  
Olga Yu. Muller
Keyword(s):  
Higher Education ◽  
Education System ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Practical Significance ◽  
Future Teachers ◽  
University Environment ◽  
Wide Range ◽  
The University

The relevance of the problem under study is associated with an important task of the higher education system the preparation of students future teachers for project activities in an educational institution. A modern teacher should have a wide range of knowledge, skills and abilities in the field of project activities. The purpose of the paper is a theoretical substantiation of pedagogical conditions that contribute to the formation of project competence of future teachers in the university environment. As designated pedagogical conditions are named and described: organization of training in cooperation; introduction of an additional course Learning to work on a project into the educational process; the use of the project method as a form of independent work of students in the study of various disciplines of the curriculum. The scientific novelty of the research lies in the fact that pedagogical conditions have been developed and substantiated, contributing to the effective formation of the project competence of future teachers in the conditions of a university. The theoretical significance of the study lies in the fact that its results enrich the theory and methodology of vocational education in the field of forming the project competence of future teachers; complement scientific ideas about the pedagogical conditions for the effective formation of project competence, as well as about the features of its functioning; scientific approaches are systematized. The practical significance of the study lies in the fact that the revealed pedagogical conditions lead to the effective formation of the project competence of future teachers in the conditions of a university. The developed additional course can be applied in the practice of teaching universities in order to improve the quality of professional training of future teachers. The experimental base of the study was the budgetary institution of higher education Surgut State University. The methods used in the research: generalization, analysis and synthesis of information, comparison, analysis of educational and project activities of students. The effectiveness of preparing students - future teachers - for project activities with students is an urgent task in the education system, which can be ensured through the implementation of certain pedagogical conditions. It is the pedagogical conditions that increase the effectiveness of educational and cognitive activities and contribute to the most fruitful work of the teacher and students.

scholarly journals ФОРМУВАННЯ ПРОФЕСІЙНИХ КОМПЕТЕНТНОСТЕЙ МАЙБУТНІХ ФІЛОЛОГІВ ЗАСОБАМИ КОМП’ЮТЕРНО ОРІЄНТОВАНИХ ТЕХНОЛОГІЙ

2017 ◽  
Vol 58 (2) ◽  
pp. 59 ◽  
Author(s):  
Valentyna I. Bobrytska ◽  
Svitlana M. Protska
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Educational Process ◽  
Structural Components ◽  
Information And Communication ◽  
Computer Based ◽  
The University

The article analyzes the problems of formation of professional competence of future philologists by means of computer oriented technologies in terms of introduction of computer-based education in higher education institutions (HEI). Author determined a model of future philologists professional competence formation by means of computer-oriented information and communication technologies (ICT); singled structural components of the model of professional competence of future philologists formed by means of computer oriented ICT (target, content, technical, productive) and revealed their relationship to the specific future linguists’ careers; proved the thesis that the studied problem is of particular importance because of the necessity of informatization of higher education and usage the computer-oriented ICT in the educational process of the university.

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