Formation Of Pedagogical Competence Research Articles

Development of pedagogical competences for future primary school teachers through distance learning

The aim of this work is to identify effective means of distance learning, aimed at the formation of pedagogical competence among students-teachers. Achievement of the set goal is possible only by applying a number of special methods and approaches, among which dialectical and functional, as well as the method of analysis and synthesis, pedagogical observation, comparison, classification. The article produced a number of important results, including both theoretical and practical bases of the study. The practical value of the article lies in the fact that it can be used both in the form of teaching and methodical material in the process of training future teachers, and on an arbitrary basis by already working educational workers to improve their skills. In subsequent scientific developments it is necessary to determine the evolution of the development of distance-learning means of training teachers, in order to identify their main shortcomings and thus overcome.

PROFESSIONAL READINESS OF FUTURE PRIMARY SCHOOL TEACHERS TO THE WORK IN THE INCLUSIVE EDUCATION

In modern terms, the inclusion has become a priority in the educational policy of our state. It is noted that effective and successful organization of the educational process in the conditions of inclusive education is possible only under the condition of special systematic professional and pedagogical training of future teachers with children with special educational needs. The aim of the article is to substantiate and analyze the theoretical aspects of professional readiness of future primary school teachers in the inclusive education within a higher education institution. Research methods: analysis, synthesis, generalization of theoretical aspects of professional readiness of future primary school teachers in the conditions of inclusive education within the institution of higher education. The updated conditions for the functioning of general secondary education lead to the updating the system of teacher training, the restructuring, the special training of teachers in higher education: changes in content (taking into account changes in society), goals and objectives of professional activities of primary school teachers; the formation of pedagogical competence; training on the principle of integrity, system and integration; taking into account the following components: psychological, methodological, scientific-theoretical, special, practical and methodological, as well as the components of professional and personal training of future teachers to work in the inclusive education. The final result of professional training is the formation of pedagogical competence, which will ensure the readiness and ability of the individual to carry out the inclusive education of primary school students in general secondary educational institution.

Features of formation of pedagogical competence of a university teacher in the leading countries of the world

The main purpose of the article is to study the main aspects of the formation of the pedagogical competence of a university teacher in leading countries. The idea of ​​forming a unified educational space as an integrative system in an information society has caused a change in the cognitive situation in science, which begins to acquire excessive subject diversity associated with an immense number of information flows and with the fact that knowledge acquires a new meaning in a post-industrial society. Modern information and telecommunication technologies have led to the emergence of new methods of cognition and communication, have significantly updated the research arsenal aimed at studying nature, culture, and society. In these conditions, the issue of professional development of scientific and pedagogical workers becomes especially acute. Taking this into account, an urgent need arose in universities to create conditions for professional competence, increase the requirements for the responsibility of teachers for the results of professional activities and improve the procedures for assessing the level of professional competence of scientific and pedagogical workers. As a result of the research, the most successful foreign experience of the process of forming the pedagogical competence of a university teacher was analyzed.

ON THE BASIS OF A BLOCK MODEL FOR THE DEVELOPMENT OF PEDAGOGICAL COMPETENCE OF FUTURE MASTER'S DEGREE PROGRAM PSYCHOLOGY TEACHERS

The article reveals the essence and content of the author's model of developing pedagogical competence of a future psychology teacher. The block model of formation of pedagogical competence of a psychology teacher, which consists of conceptual-value, value-motivational, content-processual and result-criterial blocks, is presented.

PRINCIPLES OF MODEL CONSTRUCTION OF DEVELOPMENT OF PEDAGOGICAL COMPETENCE OF FUTURE TEACHERS OF PSYCHOLOGY IN MASTER'S DEGREE

The article reveals the principles of building a model of formation of pedagogical competence in future teachers of psychology in graduate school. In particular, the conceptual block of the model of development of pedagogical competence of future teachers of psychology in the conditions of master's degree defines ideology of the specified development and contains such pedagogical principles: system, continuity, professional orientation, innovation, democratization, electiveness, creativity, professional mobility, problems; unity of scientific, educational and professional activity; informatization; independence, reflectivity.

Formation of pedagogical competence of students – future teachers of elementary classes in the conditions of transition to new FSES HE

Formation of pedagogical competence of students – future teachers of elementary classes in the conditions of transition to new FSES HE

Integrative approach for the formation of pedagogical competence of teachers of physical education at agrarian university

The article analyzes the concept of pedagogical competence of teachers of physical education. The essence and specificity of development of pedagogical competence of the teacher of physical education is revealed; it is noted that t he development of pedagogical competence in the system of methodical work should be combined with self-education and self- improvement. The formation of the personality of the future specialist depends on the teacher„s pedagogical competence.
 In modern conditions the development of the society, the quality of the training of future specialists in higher educational institutions is largely determined by the level of pedagogic competence of faculty, its ability to increase the efficiency of educational activities. Thus, the urgent problem of today is not only to improve the substantive competence of the teacher of the high school and the formation of his pedagogical competence.
 The objective of the article is to reveal the basic aspects of scientific research in the field of education regarding the definition of pedagogical competence of the teacher of physical education.
 Therefore, urgent problem today is not only improving the competence of the subject high school teacher, but also the formation of his pedagogical competence. Willingness for future specialists in physical education and sport to the use of innovative, future professional activity, and learning. Theoretical analysis showed that the separation of the core competencies depends on the values of a particular society, what makes a person successful socially, economically and personally, not only in school, but under the influence of family, friends, work, politics, religion, culture and so on.
 It is established that regardless of the profile of the educational institution the development of pedagogical competence of the teacher is an indicator of the readiness of the teacher to carry out teaching activities, a display of the highest form of pedagogical competence. Teachers of physical education of agrarian university solve the most important tasks on involvement of youth to healthy lifestyle, formation of readiness of future specialists-agrarians to professional activity on the basis of value attitude to health of population of Ukraine.

Preparation of PhD in Social Work for teaching (the case of the Academy of Labour, Social Relations and Tourism)

The modernization of legal regulations, adoption of standards for professional training of social workers, professional autonomy in the implementation of academic research actualize the necessity for seeking solutions to the problems of staffing the higher education institutions with scientific and pedagogical workers in the field of social work. This, in turn, requires analysis of experience in developing and implementing PhD programmes in social work that are intended to prepare doctoral students for teaching. The aim of the study was to analyze the experience of arranging the process of the PhD Programme in the specialty 231 "Social Work at the Academy of Labor, Social Relations and Tourism (Kyiv) with the focus on teaching skills development. The study objectives were to reveal the general provisions of the educational program; substantiate the content of the component of the educational program, which is focused on the formation of applicants for teaching competencies; describe the process and features of the formation of pedagogical competencies of future doctors of philosophy in the social work, namely professional knowledge, pedagogical skills of a University teacher. The research employed the method of analysis of normative documents, curriculum programs and assistant (pedagogical) practice, as well as the method of included observation was used. It was revealed that the educational program aims to train qualified scientists who are able to solve complex problems in the field of social work through research, based on a deep rethinking of existing and the creation of new holistic knowledge and / or innovative modification of professional practice. It is noted that an important educational component of the PhD program is the academic course "Innovative methods of teaching social work" and assistant (pedagogical) practice, the content of which is developed in accordance with international recommendations. The paper presents the purpose, program results, content, specified discipline and programs of assisting (pedagogical) practice. The peculiarities of implementation of these programs in the preparation of applicants are discussed.

FORMATION OF PEDAGOGICAL COMPETENCE OF THE TEACHER OF THE LANGUAGE HIGHER EDUCATION INSTITUTION IN THE SYSTEM OF CONTINUOUS EDUCATION

FORMATION OF PEDAGOGICAL COMPETENCE OF THE TEACHER OF THE LANGUAGE HIGHER EDUCATION INSTITUTION IN THE SYSTEM OF CONTINUOUS EDUCATION

FORMATION OF PARENTAL COMPETENCE OF CONDITIONS OF ELEMENTARY SCHOOL

Article is devoted to a problem of formation of parental competence of younger school students. Results of designing of the maintenance of parental competence of children of younger school age are presented in article. Process of formation of the parental competence of younger school students consisting of 3 blocks is also presented: target, organizational and substantial and estimated and productive, the target block assumes statement of the purpose - formation of parental competence of younger school students and consists of components: motivational and personal (manifestation of interest of parents in successful result of education of younger school students, abilities to empathy, pedagogical reflection, self-checking); Gnostic (existence at parents of knowledge of features of manifestation and formation of the pupil during the different periods of development); communicative and activity (manifestation by parents of abilities to build relationship with the pupil, to stimulate his independence in activity, to apply effective methods of education); competence-based experience (use of the approved and mastered knowledge, skills of education of younger school students in practice of family education); the organizational and substantial, including system methods and forms of formation of parental competence of younger school students; the estimated and productive block of model consists of an assessment of productivity of process of formation of the competence of parents including identification of dynamics of level of parental competence at children of younger school age assuming achievement of sufficient level of parental competence of children of younger school age, and also a condition of formation of parental competence of younger school students. Realization of model of formation of parental competence of children of younger school age of age will be effective at increase of readiness of teachers for formation of pedagogical competence of parents; use of the differentiated forms and active methods of increase of pedagogical competence of parents; implementation of information and methodical maintenance of process of formation of pedagogical parental competence of younger school students.

Self-Development of Pedagogical Competence of Future Teacher

Relevance of a considered problem is caused by that situation, in which appeared pedagogical education of Russia at present. Absence of clear understanding of prospect of school, of requirements to the modern teacher, of the purposes of students training in the conditions of continuous reformed education brought in pedagogical universities to loss of vision of prospect. Nowadays problems of the teacher’s training are very actual for new school. The info field changes very quickly. Taking into account these factors, it is important to organize process of training of future teachers so that it was enough received tools: methods, receptions, and ways of receiving, processing and transfer of information–in order that adequate to requirements of time to carry out the professional pedagogical activity with the greatest effect. It is possible only at combination of educational training of the student with self-development of pedagogical competence. In article the conditions necessary for formation of motivation to self-development of pedagogical competence of students are considered. And also the main conditions of process of formation of pedagogical competence of future teachers are considered.