scholarly journals Developmental Potential of Professional Test as a Method of Training Future Teachers

2017 ◽  
Vol 22 (6) ◽  
pp. 34-44 ◽  
Author(s):  
E.V. Neumoeva-Kolchedantseva
Keyword(s):  
Teacher Education ◽  
Primary School ◽  
Research Data ◽  
Professional Standard ◽  
State University ◽  
Future Teachers ◽  
Developmental Potential ◽  
Professional Activities ◽  
University Training ◽  
The Impact

The article is devoted to studying the developmental perspectives of the method of professional test. It offers an understanding of the professional test as a method of «locally immersing» students in professional activities at the stage of university training. It also describes an experience of evaluating professional tests aimed at mastering work actions defined in the professional standard for teachers. The article examines research data on the impact of the professional test on the development of professional competencies (work actions) in future teachers. The research involved 50 third- and fourth-year students of the Tyumen State University majoring in «Teacher Education» («Primary School Education»).The results confirm the positive dynamics of work actions after the completion of professional tests, which points to the developmental potential of the professional test as a method of training future teachers.

scholarly journals Modeling Active Engagement Pedagogy through Classroom Response Systems in a Physics Teacher Education Course

2013 ◽  
Vol 1 (5) ◽  
pp. 523-542 ◽  
Author(s):  
Marina Milner-Bolotin ◽  
Heather Fisher ◽  
Alexandra MacDonald
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Methods Course ◽  
Active Engagement ◽  
Future Teachers ◽  
Pedagogical Content ◽  
Classroom Response Systems ◽  
Response Systems ◽  
The Impact

One of the most commonly explored technologies in Science, Technology, Engineering, and Mathematics (STEM) education is Classroom Response Systems (clickers). Clickers help instructors generate in-class discussion by soliciting student responses to multiple-choice conceptual questions and sharing the distribution of these responses with the class. The potential benefits of clicker-enhanced pedagogy include: increased student engagement, reduced anxiety, continuous formative assessment, and enhanced conceptual understanding. Most studies, however, investigate the effects of clicker-enhanced instruction in large undergraduate STEM courses. The impact of this pedagogy on learning in small secondary or post-secondary classrooms is still relatively unexplored. The context of this study is a secondary physics methods course in a Teacher Education Program at a large Canadian university. One of the course assignments required future teachers to develop multiple-choice conceptual questions relevant to the secondary physics curriculum. This study investigates the impact of modeling clicker-enhanced active engagement pedagogy on future teachers’ Content Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge, as revealed by this assignment. The results of the study indicate that: (1) modeling clicker-enhanced pedagogy in a physics methods course increases future teachers’ interest in active learning; (2) clicker-enhanced pedagogy is a powerful vehicle for developing Pedagogical Content Knowledge of future physics teachers; (3) clicker-enhanced pedagogy is a useful tool for teacher educators for identifying and addressing the gaps in the Content Knowledge of future teachers. This study sheds light on developing future teachers’ capacities to design and implement instruction that is driven by conceptual questions in the presence or absence of technology and the impact of this process on their Pedagogical Content Knowledge and attitudes about conceptual STEM learning.

scholarly journals MODERN MODEL OF PRACTICAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 21-27
Author(s):  
M. M. Mashovets ◽  
N. Golota ◽  
A. Karnaukhova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Training ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities

The task of vocational education at the present stage of development of society is to train competitive professionals with professional mobility, skills of rapid adaptation to changing conditions of society, methods of self-education, improving the quality of their own professional activities and its product. The article analyzes the modern model of practical training of teachers, namely: future educators of preschool education and primary school teachers in the educational process of the Pedagogical Institute of Borys Grinchenko Kyiv University. The current modernization of the domestic education system creates increased requirements for the quality of training of modern teachers, which is not only to modernize the content of profile-oriented disciplines, but also requires appropriate organization of various types of pedagogical practice. The authors investigate various aspects of training future teachers to carry out professional activities in preschool and primary schools. In particular, the activities of the Center for Self-Knowledge and Self-Development, the Center for Innovative Educational Technologies (ICR), the Educational Laboratory of Creative Pedagogy are substantiated, providing a combination of scientific achievements and practice in the educational process. It is in the process of training in these centers that students have the opportunity to model different components of future pedagogical activities and choose different ways to solve them given the proposed features of the pedagogical situation, which will further contribute to the formation of future teachers holistic perception of professional activity. all participants in the educational process, the ability to make independent decisions and respond quickly to the challenges of everyday teaching. The peculiarities of students’ work in the centers in classroom and extracurricular classes are revealed, in the process of which future preschool educators and primary school teachers have the opportunity to participate in interdisciplinary projects, trainings, master innovative and digital teaching tools. component of the educational process and ensures the competitiveness of young professionals. The article identifies tools for information and educational environment that should be used in working with students (STEAM-education, storytelling, kahoot, answergarden), which will promote the development of future teachers’ ability to self-presentation, the effective formation of their professional competence. Key words: preschool institution, general secondary education institution, model, practical training, pedagogical production practice, professional activity, students.

scholarly journals Methodological Tasks as a Means of Preparing Future Teachers for Teaching Orthography to Younger Students

2020 ◽  
pp. 142-153
Author(s):  
S.V. Bredikhina
Keyword(s):  
Primary School ◽  
Professional Competence ◽  
Material Selection ◽  
School Teacher ◽  
Effective Means ◽  
Primary School Teacher ◽  
Future Teachers ◽  
Professional Activities ◽  
Ability To Act ◽  
Didactic Material

The article considers the problem of methodological preparation of students for professional activities in elementary school. Indicator of the development of professional competence of future primary school teachers is the ability to correctly draw orthographically written words, to master spelling skills. The spelling aspect of the training is seen as an essential component of the qualification characteristics of future teachers. It is defined that an effective means of forming the methodological skills of future teachers for teaching spelling to younger students is a methodological challenge. The author identifies the following kinds of teaching tasks: analysis of didactic material; selection of the correct option from a range offered; resolution of the pedagogical situations; development of a fragment of the lesson; making of methodological decisions. Examples of different types of teaching objectives are given. The article defines that in a generalized form, the spelling skills that a future primary school teacher should master are the following: the ability to detect an orfogramm; the ability to determine its type; the ability to choose the appropriate rule; the ability to act according to an algorithm based on the rule; the ability to solve a spelling problem. The article de-scribes the theoretical prerequisites for the formation of conscious spelling skills using methodological problems, presents the operation logic from developing students ’ ability to find and classify orfogramms to performing exercises aimed at using rules in solving spelling problems.

scholarly journals “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education

ReCALL ◽  
2019 ◽  
Vol 32 (1) ◽  
pp. 4-24 ◽  
Author(s):  
Melinda Dooly ◽  
Randall Sadler
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Theory And Practice ◽  
Future Teachers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
The Usa ◽  
The Impact

AbstractThis article presents a pedagogical design for teacher education that combines flipped materials, in-class instruction, and telecollaboration (also known as virtual exchange) for foreign language teacher education. The context of this study is a course on technology and language learning for future teachers in which the flipped classroom concept was applied to technology-infused collaborative teacher training between future ESL/EFL instructors located at two partner universities (one in the USA, one in Europe). The three main teaching approaches (flipped materials, in class, and telecollaborative, or “FIT”) were symbiotic in that each structure reinforced the other through reception, discussion, and reflection as a means to help the student teachers bridge the gap between theory and practice. We apply classroom ethnographic discourse analysis to data sources (face-to-face and online discussion groups, student e-portfolios) to look at uptake of ideas, conceptual understanding, and successful transfer of new knowledge, and thereby identify whether the design provides significant learning opportunities for the future teachers. Although most studies of telecollaboration in language teacher education look principally at output, this approach allows an in-depth look at the learning process as knowledge is developed collaboratively between the participants.

scholarly journals Persepsi dan tingkat pengetahuan mahasiswa terhadap perkuliahan dalam jaringan di Progam Studi Pendidikan Geografi Universitas Negeri Malang

2021 ◽  
Vol 1 (5) ◽  
pp. 658-665
Author(s):  
Achmad Alfinda Fadly ◽  
Alfariz Maulana Yusuf ◽  
Anggilia Widyaningsih ◽  
Devi Yuliyana Sari ◽  
Dewi Sinta Azizah ◽  
...  
Keyword(s):  
Online Learning ◽  
Quantitative Method ◽  
Total Population ◽  
Research Data ◽  
Learning Activities ◽  
State University ◽  
Student Knowledge ◽  
Face To Face ◽  
Level Of Knowledge ◽  
The Impact

This study aims to determine the perceptions and levels of student knowledge of online learning in the Department of Geography, State University of Malang. The impact of this pandemic affects existing learning activities. Learning activities that were initially carried out face-to-face, are now converted into networks (online). This certainly has an impact on students' perceptions and level of knowledge. This research uses quantitative method. This research has a total population of 450 with a sample of 100 and also the number of respondents as many as 100 students. Research data were collected from geography students at State University of Malang using a questionnaire that had been distributed using google form. The results of this study indicate that the perceptions and level of knowledge of students are included in online learning. Penelitian ini bertujuan untuk mengetahui bagaimana persepsi dan tingkat pengetahuan mahasiswa terhadap pembelajaran dalam jaringan di Program Studi Pendidikan Geografi Universitas Negeri Malang. Dampak dari adanya pandemi ini mempengaruhi kegiatan pembelajaran yang ada. Kegiatan pembelajaran yang awalnya dilakukan dengan tatap muka, kini dirubah menjadi dalam jaringan (dalam jaringan). Hal ini tentu berdampak pada persepsi dan tingkat pengetahuan mahasiswa. Penelitian ini menggunakan metode Kuantitatif. Penelitian ini memiliki jumlah populasi sebanyak 450 dengan sampel sebanyak 100 dan jumlah responden sebanyak 100 mahasiswa. Data penelitian dikumpulkan dari mahasiswa pendidikan geografi di Universitas Negeri Malang menggunakan angket yang telah dibagikan menggunakan google form. Hasil dari penelitian ini menunjukkan bahwa persepsi dan tingkat pengetahuan mahasiswa termasuk sedang dalam pembelajaran daring.

scholarly journals The Project of Modernization of Teacher Education: Effects on the Development of Regional Educational System

2018 ◽  
Vol 23 (1) ◽  
pp. 46-51 ◽  
Author(s):  
N.V. Fedina ◽  
I.V. Burmykina ◽  
A.A. Komkov ◽  
D.V. Kretov
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Teaching Practice ◽  
Future Teachers ◽  
State Pedagogical ◽  
Training Programmes ◽  
Education Effects ◽  
University Training

The article analyses the experience of the Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University in the arrangement of practice-oriented environment within the framework of the modernization of teacher education. It focuses on the role of the established regional pedagogical cluster in the organization of teaching practice that enables future teachers to be involved in kindergartens or schools during the whole period of their university training. The article explores the innovations concerning the following issues: teaching practice locations (introduction of university-based chairs located in schools), thesis approval (discussing topics with prospective employers), and procedure of updating available training programmes in Education and Pedagogical Sciences.

scholarly journals FEATURES OF TRAINING OF FUTURE TEACHERS IN THE CONTEXT OF PRIMARY SCHOOL REFORM

2021 ◽  
pp. 315-319
Author(s):  
Marianna Ostrovska
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Primary School ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Professional Standard ◽  
Future Teachers ◽  
School Teachers ◽  
Educational Activities ◽  
Primary School Teachers

The introduction of the Concept of the New Ukrainian School, first of all the implementation of the competency paradigm in the school, brought the process of teacher training to one of the central places in higher education institutions. This problem became especially relevant with the introduction of the new Professional Standard for Teachers. This requires a review of ways to train future primary school teachers, taking into account the development of senior specialized school and the needs of the modern labor market in specialists who have developed general and professional competencies. The purpose of the article is to specify the methods and means of preparing future teachers for effective educational activities in the reforming primary school. Research methods used: analysis and synthesis of scientific literature (to clarify the basic concepts of research), systematization (in order to identify scientific approaches to solving this problem), theoretical generalization of research results (to formulate recommendations and conclusions). The article considers the current problems of training primary school teachers in higher education institutions to implement the main tasks of the Concept «New Ukrainian School», taking into account the new Professional Standard of Teachers.  It is shown that the training of a competent teacher in higher education institutions and his further effective innovative and humanistic educational activities at school is one of the leading tasks of education reform in Ukraine. The main attention is focused on the features of innovative educational activities of higher education institutions of pedagogical orientation in the training of teachers of the new generation and the role of disciplines of the psychological and pedagogical cycle in the system of professional training of future teachers.

scholarly journals Informing professional practice: (Future) Teachers' choice, use, and evaluation of (non-)scientific sources of educational topics

2021 ◽  
Vol 35 (2-3) ◽  
pp. 121-126
Author(s):  
Eva Thomm ◽  
Eva Seifried ◽  
Johannes Bauer
Keyword(s):  
Teacher Education ◽  
Educational Research ◽  
Information Sources ◽  
Scientific Evidence ◽  
Scientific Information ◽  
Teacher Professionalism ◽  
Special Issue ◽  
Future Teachers ◽  
Research Knowledge ◽  
The Impact

Abstract. Understanding processes of selecting, evaluating, and using relevant information sources to inform oneself about scientific topics, that is, sourcing, is a current topic within educational psychology. This special issue combines recent research about sourcing with a particular focus on its role in the reception of educational research by (future) teachers. Recent debates about standards of teacher professionalism emphasize that teachers should be able to inform and justify their professional actions and decisions on the basis of scientific evidence. Thus, sourcing is an essential competence in retrieving and using relevant research knowledge. The contributions of this special issue shed light on different processes, requirements, and consequences of sourcing in the context of teacher education and teachers' work. They study potential factors and criteria that may affect teachers' selection, evaluation, and use of (non-)scientific information sources even in the pre-service stage of their development. Moreover, the studies analyze the impact of source preferences and accessibility of scientific sources on pre-service and in-service teachers' conceptions of educational topics and perceptions of educational research knowledge. Together with the two subsequent critical discussions, the contributions of this special issue point to challenges and obstacles that research usage by teachers and its preparation in teacher education face.

scholarly journals DESIGN THINKING IN FUTURE TEACHERS TRAINING

2021 ◽  
Author(s):  
Juana M. Ortega-Tudela ◽  
◽  
Elena M. Diaz-Pareja ◽  
África M. Cámara-Estrella ◽  
Mercedes LLorent-Vaquero
Keyword(s):  
Learning Process ◽  
Divergent Thinking ◽  
Design Thinking ◽  
Ad Hoc ◽  
Positive Impact ◽  
Future Teachers ◽  
Professional Activities ◽  
Innovation In Education ◽  
Attention To Diversity ◽  
The Impact

Innovation in education entails not only the incorporation of technological tools and applications, but also the implementation of methodologies that could break the inertia and incorporate processes of Divergent Thinking. Future teachers must be creative professionals capable of developing professional activities to improve and not only to replicate the social experience in order to create new learning experiences. In this way, the main aim of our work was to explore how the use of Design Thinking Methodology improves learning processes in a group of 75 college students of the Primary Education Degree. This group of students, divided into 21 smaller working groups, created different educational videos and multimedia design projects through Design Thinking methodology. They were also encouraged to use Social Networks (specifically Instagram) to present and publicize the progress they were making on their work, in order to obtain feedback from their classmates. All the projects developed were related to three thematic areas: Art for everyone; Attention to diversity and Making great neighborhoods. At the end of the creation process, we analysed the students’ perception of how the design thinking methodology helps them through their learning process. Based on an ad hoc questionnaire, the impact of the use of Design Thinking in the learning process and its influence on variables such as motivation, communication, creativity, among others, was studied. The results show that the use of this methodology had a positive impact on practically all the variables, facilitating and optimizing the learning process of future teachers.

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