scholarly journals DEVELOPING PEDAGOGICAL COMPETENCE IN PROSPECTIVE TEACHERS OF CLASSICAL LANGUAGES THROUGH PROJECT METHODOLOGY

2018 ◽  
pp. 29-38 ◽  
Author(s):  
Vyacheslav Shovkovy
Keyword(s):  
Prospective Teachers ◽  
Professional Training ◽  
Professional Activity ◽  
Teaching Methodology ◽  
Educational Materials ◽  
Professional Activities ◽  
Wide Range ◽  
Pedagogical Competence ◽  
Competence Structure

Background. The professional activity of a teacher requires a wide range of skills and personal qualities including flexibility, creativity, getting adjusted to learning conditions, the ability to select an appropriate teaching methodology and assessment technique as well as compile syllabuses, educational materials, textbooks, etc. All these skills and qualities are components of pedagogical competence which is the key to professional training of prospective teachers of classical languages. Developing the above-mentioned competence requires specific training so that it fully reflects real conditions of teaching activity. Therefore, to develop pedagogical competence, the author suggests making use of project methodology with the focus on simulating real professional activities of a teacher. Purpose. The article aims at defining the concept of pedagogical competence of a classical languages teacher. It describes the competence structure, considers the project methodology in terms of its implementation in teacher training as well as develops criteria to assess the acquisition level of the competence under discussion. Results. Based on the analysis of a number of researches, pedagogical competence of a classical languages teacher is defined as a system of knowledge and skills, abilities and readiness of a prospective teacher to design and organize the process of teaching classical languages. Additionally, the competence involves assessment skills, the ability to design educational materials and motivate students to learn classical languages, be flexible and creative while addressing a variety of standard and non-standard situations in the classroom. With these concepts in mind, the author insists on project methodology underlying the process of building pedagogical competence. In particular, 7 short-term creative projects were developed to be carried out in pairs or groups. They include: Designing a syllabus (competence-based approach); Building lexical competence in classical languages; Developing grammatical competence in classical languages; Shaping linguistic and sociocultural competence in classical languages; Building competence in reading; Designing a final test; Planning a class in classical languages. The level of competence acquisition is assessed relying on the following criteria: the quality of the selected teaching materials, compliance of the materials with the curriculum requirements, arrangement of exercises and tasks, the quality of exercises, and the correlation of the language material with professional needs of the students. Discussion. In further research, we think it necessary to experimentally verify the effectiveness of the de­veloped projects for building pedagogical competence of prospective teachers as well as to model the teaching process based on experimental data.

DEVELOPING PEDAGOGICAL COMPETENCE IN PROSPECTIVE TEACHERS OF UKRAINIAN LITERATURE: PROJECT METHODOLOGY

2019 ◽  
pp. 4-13
Author(s):  
Vyacheslav Shovkovy
Keyword(s):  
Prospective Teachers ◽  
Professional Training ◽  
School Teacher ◽  
High School Teacher ◽  
Professional Activity ◽  
Teaching Methodology ◽  
Educational Materials ◽  
Professional Activities ◽  
Wide Range ◽  
Pedagogical Competence

The professional activity of a high school teacher of Ukrainian Literature requires a wide range of knowledge, skills and personal qualities including flexibility, creativity, getting adjusted to learning conditions, the ability to select an appropriate teaching methodology or assessment technique as well as the skills of compiling syllabi, educational materials, textbooks, etc. All these skills and qualities are components of pedagogical competence which is the key to professional training of prospective teachers of Ukrainian Literature. Developing the above-mentioned competence requires specific training so that it fully reflects real conditions of teaching activity. Therefore, to develop pedagogical competence, the author suggests making use of project methodology with the focus on simulating real professional activities of a teacher.

scholarly journals Problems of Assessing the Compliance of Professional Activities of Practical Psychologists with the Requirements of the Implemented Standards (once again about experts and expertise in practical psychology)

2018 ◽  
Vol 10 (2) ◽  
pp. 21-42
Author(s):  
Yu.M. Zabrodin ◽  
V.E. Pakhalyan
Keyword(s):  
Professional Training ◽  
Training Programs ◽  
Objective Assessment ◽  
Evaluation Criteria ◽  
Professional Activity ◽  
Further Training ◽  
Professional Activities ◽  
Work Related ◽  
Professional Evaluation

The analysis of the state of the problem of expertise in practical psychology is carried out, in the context of tasks arising in connection with the implementation ? introduction of standards of professional activity. The main issues are mentioned, both directly concerning the methodology of the issue under discussion, as well as the main aspects of the content of the specialist's work related to the professional evaluation in general of activities, processes, etc., occurring in a specific educational environment, and their quality in each specific case of a professional activities of specialists. The main criteria of requirements to the expert, to his professional training and experience, features of the process of conducting the examination are singled out. The actual necessity of creating an "examination institute" in the field of practical psychology that presupposes the development of scientific grounds and methodology for the examination of the activities of specialists in the Service of Practical Psychology in the education system and the quality of performing professional activity is emphasized and justified. Attention is drawn to the fact that until now there are no scientifically grounded requirements for experts in the field of practical psychology, their training programs, a system of evaluation criteria, the content and form of an expert opinion, etc. It is concluded that the development of the methodology of practical psychology and expertise in it will allow an objective assessment of the activities of both the Service of Practical Psychology as a whole and the work of its individual specialists, ensure their training, further training and retraining, and determine the conformity of their work to the requirements of standards professional activity.

scholarly journals PROFESSIONAL COMPETENCE STRUCTURE OF FUTURE BACHELORS OF RAILWAY TRANSPORT IN PROFESSIONAL TRAINING

2021 ◽  
Vol 28 (2) ◽  
pp. 6-10
Author(s):  
A. Hrebenyk
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Model Development ◽  
Professional Activity ◽  
Railway Transport ◽  
Scientific Publications ◽  
Organization Level ◽  
Competence Structure ◽  
Interview Analysis

Under intensive living and production conditions, questions increasingly arise not so much about the content of knowledge acquired by students, but about highly effective methods, forms, means of professional competence formation as the professional training important component. This article raises the issue of the professional competence formation of future railway transport specialists in the professional training. The scientific publications on the research topic are analyzed and the professional competence structural components of future bachelors’ in this field are identified. Formulation of the problem. Nowadays, more and more employers are not fully satisfied with the specialists’ training. As a result, there is a significant reform of the educational sector. Special attention is paid to the issues of professional training. Thus, the professional competence formation of the future specialist is a relevant and important issue. And the question of the professional competence structure of future specialists, including future bachelors of railway transport, needs a detailed study. Materials and methods. In the scientific process, dissertation research materials, pedagogical and scientific literature were used. To achieve the goal of the study theoretical and empirical methods: analysis and systematization; observation; written and oral interview; analysis, systematization, generalization were used. Results. Thus, the professional competence components of future bachelors of railway transport are identified, namely: motivational-value, personal-functional, reflexive-evaluative. Conclusions. The proposed professional competence structure of future bachelors of railway transport is singled out taking into account the professional competence content and these specialists’ professional activity features. Structuring the category “professional competence of future bachelors of railway transport” can positively affect the organization level of this competence formation process in students in the training process and the process quality of its formation diagnosing level. Further research is needed on the model development of this process and its organizational and methodological support.

QUALITATIVE PROFESSIONAL TRAINING OF FUTURE RESCUERS AS THE KEY TO INCREASING SOCIETY AND STATE SECURITY

2021 ◽  
Author(s):  
Hren L. ◽  
Koshkarov Yu.
Keyword(s):  
Professional Training ◽  
Human Potential ◽  
Professional Activity ◽  
Professional Activities ◽  
State Security ◽  
Self Development ◽  
Civil Defence ◽  
Professional Capacity

The article reveals the essence of such concepts as: "the sphere of civil defence", "professional activity", "professional training", "self-esteem", "motivation", "motivation to succeed"; based on the analysis of the scientific literature, it was found that most of the works of scientists are devoted to the study of professional capacity of personnel during the elimination of the causes and consequences of emergencies; it is proved that the quality of professional training of future rescuers depends on the formation of their focus on successful professional activities, which implies the disclosure of human potential in the process of his professional development and self-development; the technology of formation of orientation of students on successful professional activity of future rescuers is offered; proved the important role of working on their own self-concept for self-realization and benefit society and the state.

Model of the Formation of Deontological Readiness of Future Physical and Occupational Therapists for the Implementation of Professional Activities

2020 ◽  
Vol 5 (6) ◽  
pp. 308-316
Author(s):  
O. Bespalova ◽  
◽  
N. Zakalyak ◽  
А. Kolesnik ◽  
А. Sitovskyi ◽  
...  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Occupational Therapists ◽  
Scientific Data ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Implementation ◽  
Professional Activities

In the course of terminological analysis, the content of the concepts "modeling" and "model" was substantiated, the author's model of formation of deontological readiness of future physical and occupational therapists for professional activity was theoretically substantiated and developed, aimed at improving the quality of professional training in the formation of deontological behavior. Material and methods: theoretical analysis and systematization of scientific data of modern domestic psychological-pedagogical, methodical and specially-profiled literature for studying the relevance and state of development of the outlined problem; structural analysis to determine the structure of deontological readiness with its constituent components; modeling method for the development of a model for the formation of deontological readiness of future bachelors in physical therapy, occupational therapy to carry out professional activities. Results and discussion. The model includes target (purpose and tasks), content-technological (methodological approaches, pedagogical conditions, principles, stages of formation, forms, methods and means of organizing students' learning activities), diagnostic (criteria, indicators and levels of formation) and effective (deontological readiness), which are aimed at optimizing the educational process of students. The purpose of the developed model is to form deontological readiness of future physical and occupational therapists for professional activity. The tasks included: increasing the motivation of physical and occupational therapists to educational activities in general and mastering the theoretical basis of deontological knowledge in particular, as well as the orientation of interests and needs to form a deontological position in relation to the subjects of professional activity; formation of a holistic system of deontological knowledge necessary for the implementation of appropriate professional conduct in professional activities; development of professionally significant individual qualities and formation of professional orientation of personality; development of skills and formation of experience in building deontological relations in the process of professional interaction. Theoretical and methodological basis were: systemic, axiological, personal, deontological and competency approaches; general didactic (clarity, systematicity and consistency, accessibility, feasibility, activity and consciousness, science-based, individualization, collectivity, problems, developmental learning) and specific (principle of social conditionality, principle of humanization, principle of strength of knowledge acquisition, principle of practical orientation of learning, and situation-based) principles. Criteria (motivational, theoretical, personal, praxiological) and indicators were determined in accordance with the structural components of deontological readiness. Conclusion. The practical implementation of the developed model for the formation of their deontological readiness will increase the level of professional competence of these specialists

scholarly journals Testing as a way to assess the development of bachelors’ environmental competence at pedagogical universities

2020 ◽  
Vol 9 (1) ◽  
pp. 254-259
Author(s):  
Ekaterina Aleksandrovna Makarova ◽  
Ekaterina Sergeevna Stepanova
Keyword(s):  
Prospective Teachers ◽  
Professional Education ◽  
Professional Training ◽  
Competence Development ◽  
Professional Activity ◽  
State University ◽  
Moral Choice ◽  
Appropriate Behavior ◽  
Competencies Development

The paper is devoted to the problem of prospective teachers ecological competence development, as well as to the peculiarities of diagnostics of ecological competence components development. The goal of the paper is to show the experience of implementing a competence-based approach for a professional training of bachelors majoring in Pedagogical Education and methodological approaches aimed at assessing the process of professional competencies development. The paper deals with the concepts of environmental education and environmental competence. The authors define the environmental competence of a pedagogical university graduate as an integrated quality of personality based on theoretical knowledge, practical skills in the field of ecology and readiness of a prospective teacher for environmentally adequate and professionally appropriate behavior in situations of moral choice. A students environmental competence is presented as a complex system that includes a number of components (cognitive, value-motivational, professional-activity). The authors describe means of assessing students environmental competence development, paying special attention to a pedagogical testing. The paper defines the main stages of designing a pedagogical test and the conditions for its use. The paper also contains the results of a pedagogical experiment which was done at Natural Geography Institute of Samara State University of Social Sciences and Education. The use of testing for professional education makes it possible to determine the compliance of the content, level and quality of students training, while systematic testing allows you to evaluate the process of pedagogical university students environmental competence development.

PSYCHOLOGICAL DYNAMICS OF FIGURATIVE CREATIVITY OF THE FUTURE TEACHER OF THE HUMANITIES

2020 ◽  
pp. 94-106
Author(s):  
Микола Саврасов ◽  
Костянтин Кисельов
Keyword(s):  
Professional Training ◽  
Evaluation Method ◽  
Educational Institution ◽  
Survey Method ◽  
Professional Activity ◽  
Self Presentation ◽  
Professional Activities ◽  
Language And Literature ◽  
The Future ◽  
Expert Evaluation Method

Aim. The purpose of the study is to establish theoretical prerequisites, identify, describe and interpret the basic psychological patterns of the dynamics of figurative creativity of future teachers of the humanities both during his/ her training in the educational environment of modern pedagogical universities and at certain stages of the didactic process. Material and methods. As the methods and tools of empirical research, the author uses the procedure of analysis of the degree of statistical validity of the differences of average values of the selected empirical indicators (t-Student's criterion), the test of figurative creativity by E.P. Torrens (modified by O.E.Tunik), a survey method, an interview method, and an expert evaluation method. The respondents were first, third, and fifth-year students specialized in «Ukrainian language and literature», «English (German) language and literature», «Ukrainian country studying» with a total of 156 people aged 18 to 30 years. The empirical basis of the study was the Faculty of Philology of the State Higher Educational Institution «Donbas State Pedagogical University». Results. It is obvious that throughout the process of growing up and gaining experience in educational and professional activities, the main specific characteristics of the creative figurative act for the representatives of the natural profile of professional training are the speed of emergence and development of creative ideas, the degree of deviation from existing prototypes, the desire to avoid a possible return to them or their modification and efforts to complete and properly design their creative product. At the same time, at the background of the previously mentioned characteristics, the dynamics of the indicator of the abstractness of the name of figurative creativity gradually recedes into the background. It means that in the process of micro-age formation of figurative creativity of the humanitarian profile subject of educational and professional activity the subject’s deep essence, not its nominal side, the outer cover, which consists in the peculiarities of verbalization of this creative process, the peculiarities of self-presentation and the presentation of the final creative product are formed. Conclusions. If we summarize the dynamics of figurative creativity of a humanitarian profile student in general, then we can depict: 1) impressive are the positive changes in this area at the end of the study, on the verge of study and professional activity, which in fact can cause such a rapid and bright dynamics; 2) particular interest is in the dynamics of creativity of humanitarian profile students at the level of such nuclear characteristics of figurative creativity as the dynamics of the creative idea, the degree of its difference from stereotypes and resistance to their emergence and motivated ability to finalize the creative product. In the future, we see promising research on the dynamics of figurative creativity of students of natural, cultural, and artistic profile and a comparative study of the dynamics of figurative creativity on the indicator of the profile of professional training in higher pedagogical education.

scholarly journals REVIEW: INTEGRATIVE COORDINATION ABILITIES OF COACHES IN WELLNESS TYPES OF GYMNASTICS

2015 ◽  
Vol 4 (99) ◽  
pp. 2-7
Author(s):  
Olga Aftimichuk
Keyword(s):  
Professional Training ◽  
Theoretical Research ◽  
Professional Activity ◽  
Human Organism ◽  
Wide Range ◽  
Different Types ◽  
Analysis And Synthesis ◽  
And Behavior ◽  
Coordination Development ◽  
Complex Coordination

Background. The coordination development level influences the execution of any human activity, which is very important for the general perception of this activity and behavior in general. It is especially relevant for to coaches in wellness and sports gymnastics. The aim of the present study was the identification of the coordination skills of coaches of different types of gymnastics, which would improve the process of their professional training. Material and Methods. This review presents a synthesis of research conducted by the author. The following methods of theoretical research were used: abstract and axiomatic methods, analysis and synthesis, induction and deduction, idealization, comparison and generalization, and projecting. Results. The coaches’ training in different types of gymnastics includes the development of a wide range of professional skills: the tandem of communicative and motor skills that determine one type of complex coordination. The realization of complex coordination presupposes the participation of sensor systems (analyzer systems), which are visual, auditory, tactile, vestibular, and motor systems. The basic speech component of complex coordination in coaches’ activity/behavior determines his/her communicative orientation in the process of teaching. It is explained by the connection between the cultivation of complex coordination skills with the congenital and genetic, anatomical and physiological particularities of the human organism. We determined the coordination abilities, the formation of which contributes to the development of complex coordination skills. Conclusion. Development of integrative coordination abilities is an important part of professional activity of coaches of gymnastics, which requires such preparation.

scholarly journals INTEGRATION OF PRACTICE-ORIENTED AND THEORETICAL APPROACHES AS A NECESSARY CONDITION FOR THE TRAINING OF MODERN PERSONNEL IN VOCATIONAL AND PEDAGOGICAL EDUCATION

2021 ◽  
pp. 33-41
Author(s):  
N.A. Pakhtusova ◽  
◽  
A.V. Podmareva ◽  
I.G. Samsonova
Keyword(s):  
Vocational Training ◽  
Professional Training ◽  
Active Form ◽  
Necessary Condition ◽  
Professional Activity ◽  
Professional Orientation ◽  
Theoretical Approaches ◽  
Priority Direction ◽  
Experimental Project

The article deals with the problem of improving the quality of training of teachers of vocational training by integrating practice-oriented and theoretical approaches for the implementation of the experimental project «Professionalism» as a priority direction in the development of secondary vocational education. It is noted that the professional activity of a teacher becomes more multitasking and requires the formation of professional skills while developing fl exibility of thinking, intelligence, and the ability to quickly respond to the demands of the labor market. The professional training of teachers provides for the integration of practice-oriented and theoretical approaches to form a competitive specialist. At the same time, the educational environment should diff er in the variability of approaches, educational technologies, didactic means and teaching methods. The article describes some forms of work with students that allow modeling the future professional activity of a teacher of vocational training and imply deepening and expanding the content of theoretical material and its refraction when performing practical tasks of a professional orientation. Noting the practice-oriented approach as an active form of organizing professional training of students, the authors consider the experience of working on the basis of the South Ural State Humanitarian Pedagogical University.

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.

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