scholarly journals METHODOLOGICAL SUPPORT OF PROFESSIONAL DEVELOPMENT OF TEACHERS OF PRESCHOOL EDUCATION INSTITUTIONS: PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS

10.23856/4606 ◽  
2021 ◽  
Vol 46 (3) ◽  
pp. 39-50
Author(s):  
Olena Kovalenko ◽  
Diana Lakhman
Keyword(s):  
Professional Development ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Basic Research ◽  
Regulatory Documents ◽  
Professional Development Of Teachers ◽  
Mass Group ◽  
Pedagogical Research

With the help of encyclopedias, dictionaries, reference books the article reveals the definitive characteristics of such basic research concepts as: methodological assistance, methodological work and methodological support. Based on the development of psychological and pedagogical research, the concepts of methodological work and methodological support are analyzed and differentiated. The domestic regulatory documents are cited, which reflect the issues of methodological support for the teachers. The elaborations of the main directions and forms of methodical work with teachers (mass, group and individual) are presented, the classification of principles and functions of methodical support is given. The list of interactive forms of methodological support for preschool teachers and their impact on improving methodological support for teachers is outlined. The concept of the professional development of teachers, components of professional development, their essence and structure are highlighted, as well as ways of influencе of the methodological support on its improvement are outlined. The article, based on reputable modern researchers and practitioners, defines the directions, features and psychological and pedagogical conditions for providing methodological support for the professional development of teachers of preschool education institutions. The problems of implementing methodological support for teachers in preschool institutions are listed and analyzed, as well as prospects for improving its effectiveness are outlined.

scholarly journals Preschool Educational Organizations Educational Technologies to Improve the Content of Training of Teachers

2021 ◽  
Vol 11 (2) ◽  
pp. 1597-1608
Author(s):  
Surayo Rahimova
Keyword(s):  
Professional Development ◽  
Preschool Education ◽  
Educational Technologies ◽  
Educational Organizations ◽  
Short Term ◽  
Professional Skills ◽  
Professional Development Of Teachers

This article is aimed at improving the content of professional development of teachers in preschool education on the basis of educational technologies, the development of professional skills of educators, and focuses on important aspects of improving the content of professional development of teachers. In addition, the curriculum for short-term courses of 36 hours is widely covered, as well as the content of the organization of the process as a model.

scholarly journals MOTIVATION OF THE PROFESSIONAL DEVELOPMENT OF PRESCHOOL TEACHERS AS A CONDITION FOR IMPROVING THE QUALITY OF PRESCHOOL EDUCATION IN THE CONDITIONS OF EUROPEAN INTEGRATION

2021 ◽  
Vol 2 (36) ◽  
pp. 71-76
Author(s):  
Y. Volynets
Keyword(s):  
Professional Development ◽  
European Integration ◽  
Information Technologies ◽  
Professional Training ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Education Institution ◽  
Educational Process ◽  
The Uk

Improving the quality of education in preschool education institution is a socially significant problem of nowadays, which faces pedagogical science and practice. Today, pedagogical education is a means of self-development andself-realization, whichchangesthegoalsofeducation, itsmotives, forms, methods, andtheroleofthepreschool teacher. And the purpose of pedagogical education is high-quality training of highly qualified and competitive pedagogical staff for the entire field of education, able to masterfully carry out professional activities and be able to use modern information technologies. One of the tasks of modern pedagogical education is the formation of a person with an innovative type of thinking, pedagogical culture, and developed readiness for innovative activities, professional in his field. Only the active life position of a preschool teacher, improving his professional skills will help him ensure one of the most important rights of students — the right to quality education. There are many facts that affect the quality of pedagogical education: material and technical support of the educational process, information and methodological, financial, etc., but the most important thing is the staffing of teachers in the educational process, who have professional competencies, information technology and apply them in the educational process of the preschool education institutions. The article analyzes the problem of motivation of professional development of preschool teachers as a condition for improving the quality of preschool education in the context of European integration. The concepts of «postgraduate education», «continuing preschool education», and«pedagogicalexcellence» are defined. The article substantiates the need of a comprehensive study of the experience of professional training of preschool teachers in the UK and its use to create an effective system of pedagogical education in Ukraine, also presents the features of the model of pedagogical education in the UK.

scholarly journals Official Quality in Dary Language

2021 ◽  
Vol 11 (2) ◽  
pp. 1609-1619
Author(s):  
Kholida Zikrillaevna Alimova
Keyword(s):  
Professional Development ◽  
Preschool Education ◽  
Educational Technologies ◽  
Short Term ◽  
Professional Skills ◽  
Professional Development Of Teachers

This article is aimed at improving the content of professional development of teachers in preschool education on the basis of educational technologies, the development of professional skills of educators, and focuses on important aspects of improving the content of professional development of teachers. In addition, the curriculum for short-term courses of 36 hours is widely covered, as well as the content of the organization of the process as a model.

scholarly journals The Influence of In-Service Preschool Teachers’ Education on their Perceived Competences for Counselling Parents

2019 ◽  
Vol 9 (1) ◽  
pp. 27
Author(s):  
Sanja Skočić Mihić ◽  
Danijela Blanuša Trošelj ◽  
Vesna Katić
Keyword(s):  
Professional Development ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Professional Standards ◽  
Self Assessment ◽  
Half Century ◽  
Service Training ◽  
Professional Requirements ◽  
The Republic ◽  
Assessment Of Competence

With a half-century of tradition, early and preschool education in the Republic of Croatia is a highly organised system in which preschool teachers meet high professional standards. Among their professional requirements,they have been legally bound to counsel parents since 2008. However, no other documents or papers in Croatia describe or specify what counselling entails. The present research explored 136 preschool teachers and their self-assessment of competence in counselling parents. The results indicate that: (a) preschool teachers rate themselves moderately competent in counselling parents; (b) joining the in-service training is related to a higher level of their self-assessment in counselling parents. Although it is evident that they had acquired the competence for counselling parents during their personal and professional development, the in-service trainingplays the key role in providing it.

scholarly journals The relation between reflection and the quality of a preschool teacher’s education performance

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Zora Syslová
Keyword(s):  
Professional Development ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Developed Countries ◽  
University Preparation ◽  
Education Performance ◽  
University Degree ◽  
The Relationship ◽  
Research Studies

Abstract Many developed countries have been concentrating lately on the quality of preschool education. Generally, what is considered one of the most important aspects of quality preschool education is quality teaching performance, which has been focused on in many research studies. Research also investigates the level of reflection in preschool teachers, especially in relation to their professional development. However, none of the research studies have, so far, focused on observing the relationship between the two phenomena. We carried out a multiple case study to investigate the relationship between the quality of reflection and the quality of teachers´ performance. Eight pre-primary teachers were video-recorded in their work, and subsequently, in-depth interviews were conducted. During the interviews, we used stimulated recall over selected video sequences, focusing specifically on selected aims of education. The findings indicate that teachers with a higher quality of reflection reached higher quality in the selected areas of teachers’ performance. The results also showed that the teachers with a university degree reached higher quality performance. The findings can contribute to the discussion on the professional development support of preschool teachers and can initiate a discussion on the need to examine the university preparation programmes for these teachers.

scholarly journals Models and organisational characteristics of preschool teachers’ professional training in some EU countries and Ukraine

2019 ◽  
Vol 51 (1) ◽  
pp. 46-93 ◽  
Author(s):  
Natalia Melnyk ◽  
Natalya Bidyuk ◽  
Andrii Kalenskyi ◽  
Borys Maksymchuk ◽  
Nataliia Bakhmat ◽  
...  
Keyword(s):  
Professional Development ◽  
European Union ◽  
Professional Training ◽  
Preschool Teachers ◽  
The European Union ◽  
European Experience ◽  
European Union Countries ◽  
Pedagogical Research ◽  
Political Economic ◽  
Theoretical Results

Comparative pedagogical analyses were obtained on the basis of the generalised theoretical results. The aim of the study is to discover theoretical, methodological, didactic principles of a professional training of preschool teachers in the context of socio-political, economic, socio-cultural and pedagogical determinants in some European Union countries in order to justify the possibilities of introduction of an innovative European experience in preschool teachers? professional training in Ukraine and other countries. The results of comparative pedagogical research on professional development of preschool teachers? in some countries of the European Union are generalised; models were characterised; organisational and pedagogical support for the professional development of preschool teachers in some countries of the European Union was specified; the influence of European integration processes on the modernisation of professional development of preschool teachers in Ukraine and the comparative analysis of systems of professional development of preschool teachers in some countries of the European Union and Ukraine were studied; promising directions were described in the implementation of innovative ideas of the European experience in the vocational education system in Ukraine.

scholarly journals MENTORING AS A TOOL FOR PROFESSIONAL DEVELOPMENT OF TEACHERS

2017 ◽  
Vol 1 ◽  
pp. 143 ◽  
Author(s):  
Jānis Dzerviniks
Keyword(s):  
Professional Development ◽  
General Education ◽  
Scientific Literature ◽  
Work Hours ◽  
Educational Institutions ◽  
Teacher Mentors ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development ◽  
Teacher Mentor

The terms 'mentor' and 'mentoring' are frequently used in the field of business, however, nowadays they are topical in general education as well. In Latvia, the teacher mentor profession has been included in the Classification of Occupations since 2012, which means that teachers, who have acquired the rights to carry out mentoring at educational institutions, can be paid for teacher mentor work hours. However, mentoring is most often a life's calling for teachers rather than a position with financial cover. A wish to identify the pedagogical potential of mentoring in the field of teachers' professional development determined the topic of the research. The research reflected in the paper includes the analysis of scientific literature, analytic judgements based on previously conducted research, as well as the results of the interview of teacher mentors and author's personal pedagogical experience. 

scholarly journals TYPES AND FORMS OF PROFESSIONAL DEVELOPMENT OF A PRESCHOOL TEACHER IN IN-SERVICE TRAINING

2020 ◽  
pp. 72-77
Author(s):  
Nataliia Machynska ◽  
Yuliya Derkach ◽  
Yuliya Pankevych
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Preschool Teachers ◽  
Practical Importance ◽  
Preschool Education ◽  
Preschool Teacher ◽  
Educational Training ◽  
Work Training ◽  
Educational Establishment ◽  
Service Training

The article is devoted to the practical aspects of forming the professional readiness of preschool teachers for life-long professional development. It is shown that the professional development of practicing teacher can be embodied in certain forms, in particular: specialized on-the-job training; coaching and / or advisory interactions with the professional oriented communities sharing the experience or peer training groups. In the article it is stated that pedagogical trainings are the effective form of methodological work in the preschool education establishment, the main purpose of which is the formation of readiness of teachers for professional development during life. The advantages and difficulties in conducting trainings are outlined. It is pointed out that the success of the training depends crucially on the so-called «group effect». The authors provide a description of the content characteristics and practical importance of various forms of methodological work in pre-school educational establishment, in particular: trainings, certified courses (innovative form of professional growth of teachers), business games (form and method of active teacher training), exercises (a method of teaching that involves purposeful learning), repeated repetition of certain actions or operations for the purpose of formation of skills), methodical associations (structural unit of the methodical service of the educational establishment providing the educational training, methodical research and experimental work), training (acquisition by a person experiences the tasks and responsibilities of a specialty) and others. Examples of trainings, business games and exercises, directions for methodological associations, workshops, and internship topics are provided with a clear description of their goals and objectives. It is shown that the professional growth of a preschool teacher depends on a set of different factors, including the level of motivational readiness generated and the selection of interactive forms and methods of methodical work that are appropriate to use in working with preschool teachers.

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