scholarly journals FEATURES OF THE EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY IN THE STRUCTURE OF PROFESSIONAL TRAINING OF THE FUTURE TEACHER (ON THE EXAMPLE OF THE VOLGOGRAD STATE SOCIO-PEDAGOGICAL UNIVERSITY)

2021 ◽  
pp. 18-18
Author(s):  
I.A. Makarova ◽  
N.V. Petruchenya ◽  
E.S. Dorozhkina
Keyword(s):  
Professional Training ◽  
Educational Environment ◽  
Future Teacher ◽  
The Future ◽  
The University

scholarly journals Effective Educational Technologies for Professional and Personal Formation of the Future Teacher at the University

2021 ◽  
Vol 7 (12) ◽  
pp. 360-366
Author(s):  
P. Makhashova ◽  
O. Makasheva ◽  
K. Kadyrkulov
Keyword(s):  
Labor Market ◽  
Professional Training ◽  
Future Teacher ◽  
Educational Technologies ◽  
Professional Mobility ◽  
The Future ◽  
The University ◽  
Personal Formation ◽  
Objective Necessity

Professional mobility is largely based on the ability to varying professional correlation of university knowledge, skills and abilities with the requirements of the labor market and centuries-old established experience of the life of society. All this presupposes the objective necessity of introducing modern educational technologies into professional training carried out in universities. The question is to determine the most rational and effective educational technologies for the professional and personal formation of a future teacher at a university.

scholarly journals The future teacher of physical culture as a subject of forming the health-saving educational environment

2021 ◽  
pp. 65-69
Author(s):  
E. P. Kozak ◽  
P. D. Plakhtiy ◽  
M. V. Huycka ◽  
B. D. Zubrytskyi ◽  
A. P. Denysovets
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Educational Environment ◽  
Future Teacher ◽  
Educational Activity ◽  
Physical Culture ◽  
Full Time ◽  
The Future ◽  
Competence System ◽  
Interactive Activity

The article presents the results of research the problem of educational environment in the system of professional education according to the basic criteria of successful learning and health. The set of algorithms of activity have been formed, which focus on special training of future specialists in physical culture to create a healthy educational environment. They concerns modern conditions of transition to the competence system of education, format of blended learning, taking into account features of distance forms of educational activity. In the context of the competence model of education (full-time or distance), the educational environment is interpreted as an interconnected interactive activity of the teacher and students, a kind of counter movement to ensure its healthy potential. There were determined he bases of semantic and technological reorientation of the system of professional training of the future teacher of physical culture according to the standards of competence education, system of competences which must be owned by a specialist.

The possibilities of theatrical art in the devel-opment of the negotiation competence of the teacher-mediator

2021 ◽  
pp. 67-76
Author(s):  
Anastasia Sergeevna Byvshenko ◽  
◽  
Natalia Vladimirovna Vlasova ◽  
Nikita Andreevich Ivanov ◽  
Dmitry Nikolaevich Kuzmin ◽  
...  
Keyword(s):  
Professional Training ◽  
Main Idea ◽  
Future Teacher ◽  
Educational Activity ◽  
Complex Nature ◽  
Theoretical Substantiation ◽  
Theoretical Significance ◽  
The Future ◽  
Definition Of ◽  
The University

The purpose of the article is the theoretical substantiation of the didactic potential of the means of theatrical art in the development of the negotiation competence of the future teacher-mediator. The main idea of the research is to consider the problem of organizing the training of negotiators for the field of education at the interdisciplinary level, which ensures the complex nature of the educational activities of students-future teachers-mediators. More results consist in the presentation of an innovative approach to the development of the negotiation competence of the teacher-mediator, in particular, in development of the idea to Supplement the structure of the negotiation competence of acting component, the formulation of the scientific definition of acting competence of the teacher-mediator, development and justification of the conditions of realization of educational activity in the University by means of theatrical art, contributing to the successful professionalization of the future teacher-mediator. The theoretical significance of the research is to expand the understanding of the phenomenon of negotiation competence in relation to acting creativity, in particular, with acting technique, and to identify opportunities for developing the negotiation competence of a future teacher-mediator based on the methodology of theatrical art (on the example of theatricalization, forum theater and the use of acting and directing memoirs in professional training).

scholarly journals FORMATION OF COMPLETE REFLEX CONSTRUCTIONS OF FUTURE PEDAGOGUE IN THE EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION

2019 ◽  
Vol 6 (1) ◽  
pp. 28-36
Author(s):  
VIKTORIYA ZHELANOVA
Keyword(s):  
Higher Education ◽  
Educational Environment ◽  
Future Teacher ◽  
Environment Adaptation ◽  
The Future

The article substantiates the relevance and expediency of the implementation of reflexively oriented education of a future teacher in a modern institution of higher education. The essence of reflexive constructs of the future teacher as unity of reflexive competence and reflexively deterministic constructs is revealed. The reflexive competence of the future teacher is defined as professional-personal metaquality and is represented in two planes: 1) as an independent construct; 2) as a determinant, which determines the development of reflexively saturated constructs. In the context of reflexive determination, the motivational, semantic and subjective fields of personality are presented. The directions of the process of transformation of components of reflexive competence, as well as motives, meanings, professional subjectivity in the plane of their reflexive determination are revealed. The phenomenon of the educational environment of the institution of higher education is analyzed and attention is focused on its reflexive orientation. The logic and peculiarities of the formation of reflexive constructs of the future teacher in accordance with the phases of the environment (adaptation to the environment, the active reproduction of the environment by students, the active influence of students on the environment and the independent creation of the environment) are highlighted.

scholarly journals Development of social activity of a student mastering the teaching profession

2021 ◽  
Vol 49 (1) ◽  
pp. 113-126
Author(s):  
Vladimir N. Mezinov ◽  
◽  
Marina A. Zakharova ◽  
Irina A. Karpacheva ◽  
◽  
...  
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Social Activity ◽  
Teaching Profession ◽  
Future Teacher ◽  
State University ◽  
Training And Education ◽  
Expert Assessments ◽  
The University ◽  
Charitable Activities

The problem of the development of social activity of the future teacher is actualized by the fact that for society, the creative activity of a teacher is the most important resource that ensures socially significant changes in society, and for the student himself, the manifestation of his social activity is the opportunity to manifest himself as a subject capable of navigating a complex socio-cultural space, in a political, scientific, sports, social, charitable activities. The assessment of the manifestations of students' social activity was carried out on the basis of a survey, expert assessments and observation. The sample consisted of 200 respondents: 48 males and 152 females aged 18 to 22, the 2nd year students in pedagogical programs at Yelets State University named after I.A. Bunin. It was revealed that all respondents note the importance and activity-based nature of social activity and consciously engage in various types of activities, while social and charitable (82%) and sports and health (64%) are priorities for them. Only 2% of respondents consider social activities useless and unpopular. The leading motives of students' participation in public life were determined: awareness of their pertinence (72%), satisfaction with the benefits brought (66%), additional opportunity for professional growth (55%), meeting interesting people (54%). Methodological recommendations for the development of social activity of students in the university are proposed, aimed at creating and implementing organizational and pedagogical conditions that determine the environment for the development of social activity of future teachers. The research is of practical value for specialists who develop content, technologies, management of professional training and education of a future teacher.

scholarly journals PEDAGOGICAL CONDITIONS OF THE FORMATION OF FUTURE PSYCHOLOGISTS’ READINESS TO WORK WITH THE ADOLESCENTS PRONE TO DEVIANT BEHAVIOR

2021 ◽  
pp. 94-99
Author(s):  
Lutsyk H.O.
Keyword(s):  
Professional Training ◽  
Scientific Literature ◽  
Deviant Behavior ◽  
Educational Institution ◽  
Psychology Students ◽  
Educational Environment ◽  
Professional Activity ◽  
Deviant Behaviour ◽  
The Future ◽  
Competency Based

The article is dedicated to the theoretical analysis of pedagogical conditions of the formation of future psychologists’ readiness to work with the adolescents prone to deviant behaviour. The content of the problem in the scientific literature is analyzed, the main pedagogical conditions of the formation of the future psychologists’ readiness to work with deviant adolescents are determined. It is revealed that in the scientific literature the generalization concerning pedagogical conditions of formation of future psychologists’ readiness to professional activity is presented, among which single out forms and methods of the organization of the educational environment in an educational institution, interaction between psychology students and lecturers, students’ inclusion in solving problems of professional direction and implementation of a creative approach in teaching. Looking at the readiness of the future psychologists to work with the adolescents prone to deviant behaviour as the systemic formation that includes cognitive, motivational-value, creative-practical and regulative components, we consider that the development of these components of readiness depends on the pedagogical conditions implemented in the professional training process.In the process of scientific search, we used the following methods of research: analysis, synthesis, comparison, generalization, systematization, specification.The pedagogical conditions of formation of future psychologists’ readiness to work with adolescents prone to deviant behaviour are generalized as a set of pedagogical measures, requirements, external influences which provide construction of educational space, effective course of educational processes and allow to form readiness of the specified quality in future graduates.Pedagogical conditions that will contribute to the formation of the future psychologists’ readiness of this quality are highlighted, in particular: the focus of the educational environment on quality theoretical training of future psychologists to work with adolescents prone to deviant behaviour; implementation of practice-oriented, acmeological and competency-based approach in the training of future psychologists; reflective attitude of psychology students to education in the chosen field of study; use of innovative and problem-searching teaching methods that will contribute to the formation of future psychologists’ cognitive activity.Key words: adolescents, deviant behaviour, future psychologists, adolescents prone to deviant behaviour, future psychologists’ readiness, formation of future psychologists’ readiness to work with adolescents prone to deviant behaviour, pedagogical conditions of the formation of future psychologists’ readiness to work with adolescents prone to deviant behaviour. Стаття присвячена теоретичному аналізу педагогічних умов формування готовності майбутніх психологів до роботи з підлітками, схильними до девіантної поведінки. Проаналізовано зміст проблеми у науковій літературі, визначено основні педагогічні умови формування готовності майбутніх психологів до роботи з підлітками-девіантами. Виявлено, що в науковій літературі представлено узагальнення стосовно педагогічних умов формування готовності майбутніх психологів до професійної діяльності, серед яких виділяють форми і методи організації освітнього середовища в закладі освіти, взаємодію між студентами-психологами та викладачами, включення студентів до розв’язання проблемних завдань професійного спрямування та реалізації творчого підходу у навчанні.У процесі наукового пошуку нами використовувалися такі методи, як: аналіз та синтез, порівняння, класифікація, узагальнення, конкретизація.Констатовано, що розвиток складників готовності майбутніх психологів до роботи з підлітками, схильними до девіантної поведінки, залежить від педагогічних умов, які реалізовуються в процесі про-фесійної підготовки.Узагальнено, що педагогічні умови формування готовності майбутніх психологів до роботи з під-літками, схильними до девіантної поведінки, є тими педагогічними заходами, вимогами, зовнішніми впливами, які забезпечують конструювання освітнього простору, ефективний перебіг освітніх процесів та дозволяють формувати у майбутніх випускників готовність зазначеної якості.Виділено педагогічні умови, які сприятимуть формуванню готовності майбутніх психологів до роботи з підлітками-девіантами, зокрема: спрямованість освітнього середовища на якісну теоретичну підготовку майбутніх психологів до роботи з підлітками, схильними до девіантної поведінки; реалізація практико-орієнтованого, акмеологічного та компетентнісного підходу у професійній підготовці майбутніх психологів; рефлексивне ставлення студентів-психологів до здобуття освіти за вибраним фахом; використання інноваційних та проблемно-пошукових методів навчання, які сприятимуть фор-муванню пізнавальної активності майбутніх психологів.Ключові слова: підлітки, девіантна поведінка, майбутні психологи, схильні до девіантної поведінки підлітки, готовність майбутніх психологів, формування готовності майбутніх психологів до роботи з підлітками, схильними до девіантної поведінки, педагогічні умови формування готовності майбутніх психологів до роботи з підлітками, схильними до девіантної поведінки.

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