Organization Of Pedagogical Practice Research Articles

СУЧАСНИЙ СТАН І РЕЗУЛЬТАТ ПРОФЕСІЙНО-МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ ВЧИТЕЛІВ ФРАНЦУЗЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ У ЗАКЛАДІ ВИЩОЇ ОСВІТИ

The article is devoted to the study of the current state and results of professional and methodological training of the pre-service French teachers. The pre-service French teachers get a higher education according to the educational program “Foreign languages and literatures, methods of teaching foreign languages and foreign literature (French and a second Western European language)” in the specialty 014 Secondary education, specialization 014.023 French language and literature for the first (bachelor) level of higher education. To achieve the goal of the research, qualitative and quantitative methods were used. The qualitative methods included an anonymous survey of students in order to find out their attitude to the organization of the educational process, to demonstrate how the students evaluate the acquired methodical knowledge and skills in the process of French teacher’s professional and methodical activity in general secondary education institutions, to show students’ attitude towards the organization of pedagogical practice in the French language in institutions of general secondary education, as well as the assessment by students of the level of acquired methodical skills for carrying out the professional and methodical activity of a French teacher and the assessment by the teacher according to established criteria. Cronbach’s alpha coefficient of reliability was used as a quantitative method to process the obtained results in order to determine the results of professional and methodological training and the professional and methodical competence formation of the pre-service French teachers. In the research, it was found that the professional and methodological training of the pre-service teachers of French as a foreign language lasts for four semesters. The professional and methodological training is carried out within the mandatory (curricular discipline “Methodology of teaching French in institutions of general secondary education” and practical training, which is implemented in two types of pedagogical practice) and optional disciplines. In order to expand the content of targeted training (in the period of 2021-2022 academic year), the preservice French teachers chose the following optional disciplines: “Testing in French language learning” and “Methodology for the formation of French-speaking linguistic and sociocultural competence”). Within the academic disciplines, the pre-service French teachers mastered methodical knowledge and skills of planning lessons by developing plans of the lessons’ parts and the whole French language lessons. They used various teaching aids, independently developed non-standardized tests for the formative assessment of the foreign language competence, and integrated linguistic and sociocultural competences. The preservice French teachers apply their knowledge and skills in the proposed conditions – training (during the educational pedagogical practice “Educational Studies (methodical aspect)”) and real (during the production pedagogical practice in an institution of general secondary education). In the process of professional and methodical training, current and summative types of assessment are applied. The criteria for control were established by the teacher. The results of the professional and methodological training of the pre-service French teachers during the educational process as well as the results of the exam and the results of their performance of tasks of various types of pedagogical practice were analyzed. The results were higher than 0.7 according to Cronbach’s alpha coefficient of reliability. This proves the sufficient level of formation of the professional and methodological competence of the pre-service French teachers under the specified educational program. On the basis of the conducted research, recommendations were formulated to increase the effectiveness of the professional and methodological training of the preservice French teachers: 1) widely use self-assessment and peer-assessment; 2) compare the students’ assessment with teachers; 3) analyze and interpret the obtained results; 4) systematically involve students in reflection, in particular methodical; 5) to involve the students in different types of pedagogical practice. It is promising to study the impact of the content and scope of professional and methodological training on the achievement of program learning outcomes within educational programs in the specialty 014 Secondary education for the training of the pre-service French teachers.

Психолого-педагогические аспекты процесса формирования исследовательской компоненты технологической культуры педагога

Introduction. In a continuously developing technological society, teachers need to have a sufficient level of technological culture to implement their activities in accordance with the requirements of technological reality. The optimization of this process is facilitated by the organization of pedagogical practice in accordance with the results of up-to-date research into relevant aspects of pedagogical activity. The problem of forming the research component of a teacher’s technological culture involves the use of the means of its implementation, contributing to the continuity of this process. By way of the said use, the authors propose consulting support for pedagogical research, which has been improved to the level of technology. Consulting support as a pedagogical technology is based on the leading principles of the system-synergetic approach of the general scientific level in combination with andragogical and praxeological (which provide the specific scientific level), competence and contextual (methodological level) approaches. Purpose: the article presents the results of consulting support of the research activities of future Home Economics teachers. Materials and methods: consulting support was carried out by internal consultants of the university, united in a collective entity “consulter” consisting of 2–5 people. Game modeling is used as the main form of consulting support. Circuitry technique is used to facilitate the process of understanding the meanings conveyed by the participants of consulting events. The productivity of consulting support for the formation of the research component of the technological culture of future teachers was determined by the results of their coursework in various disciplines of a special cycle and by the methods of interviewing its participants (questionnaire, essay). To confirm the reliability of the results obtained, the following methods of statistical data processing were used: nonparametric methods (Friedman, Wilcoxon, Mann — Whitney criteria) and parametric — one-factor analysis of variance. Results: Consulting support contributes to the development of future teachers’ research competencies, regardless of the initial level of their competencies and the content of the field under study. The continuity of consulting support, combining the modes of traditional, online and offline participation, contributes to the stability of the formed research competencies. Conclusion: The obtained results of the consulting support of the process of forming the research component of the future Home Economics teachers’ technological culture confirmed the productivity of the consulting support.

Features of practical pedagogical training future teachers of foreign languages in western europe


 
 
 
 The article deals with the analysis of the experience of organizing the pedagogical practice of future teachers in Germany and Great Britain. An analytical review of existing documents, which sets out the basic principles of training future teachers in Germany and the United Kingdom. The position of teacher training standards has been studied. The professional competencies of the teachers which are presented in the current standards are described. The peculiarities of the organization of pedagogical practice of future teachers in general and foreign language teachers in particular, in the modern universities of Germany and Great Britain are determined. The types of pedagogical practices introduced in various universities of Germany and Great Britain are characterized. The content and volume of practical training in universities are presented in detail, its goals are specified. Possible ways of implementation the experience of European countries on this issue in higher education in Ukraine have been identified.
 
 
 

ГОЛОВНІ НАПРЯМИ ДІЯЛЬНОСТІ КРИВОРІЗЬКОГО ДЕРЖАВНОГО ПЕДАГОГІЧНОГО ІНСТИТУТУ: ПЕРШІ РОКИ РЕКТОРСТВА П. І. ШЕВЧЕНКА

It’s proved that it’s necessary to study the activity of domestic, pedagogical institutions of higher education from the standpoint of the history of pedagogy, to describe in detail the educational-methodical and scientific-organizational work of institutes/universities and individual figures of the domestic educational branch. This approach allows: to reproduce a holistic picture of the development of the national education system, to track the formation and development of pedagogical ideas, concepts, which have their continuation in the modern scientific and pedagogical discourse. Although domestic science has significant achievements in various areas of historical and pedagogical knowledge, it still needs its study and generalization of step-by-step comprehensive reproduction of the history of individual institutions of higher education. Kryvyi Rih State Pedagogical University is 90 years old, so there is a need to study its experience in training teachers, as the institute was and remains the only specialized (pedagogical) institution of higher education in the Dnieper region. The author of the article believes that a significant contribution to the development of the Kryvyi Rih Pedagogical Institute was made by the rector - Pavel Ivanovich Shevchenko, who began working in the position in the late 70's of the twentieth century. At the beginning of his organizational-pedagogical and scientific-methodical activity the rector identified the main areas of work that contributed to the development of the university: quality training of part-time students (organization of independent work, cooperation with teachers, individualization of the learning process), general pedagogization of the educational process. organization of pedagogical practice, development of methodical recommendations on pedagogical practice, cooperation between methodologists of different departments) raising the level of qualification cadre of KPI (defense of candidate and doctoral dissertations, internships) and research (group) work of students. The author is convinced that certain areas remain relevant in modern conditions. The formation of the student's personality in higher pedagogical educational institutions will be effective only if the historical educational experience accumulated in Ukraine is used, thorough study, objective assessment and creative understanding of which will help to introduce the best achievements of higher education into modern pedagogical theory and practice.

Educational practice of students – prospective teachers in the context of distance learning

The paper raises the problem of effective organization of pedagogical practice of students prospective teachers in general and educational practice, in particular. The goal and the tasks of educational practice correlating with it are given (practice for obtaining primary professional skills, including primary skills and research skills). The experience of organizing this type of practice in the context of distance learning is presented. The tasks offered to students in a distance format are described: drawing up characteristics of an educational institution, identifying individual and personal characteristics of the teaching style of a foreign language teacher, analyzing activities of the subjects of the educational process at the lesson, assessing professionally significant qualities of the teacher, analysis of the educational process at the lesson, developing a plan outline of educational activities, analysis of educational activities, analysis of students activities in extracurricular educational work to achieve personal results indicated in the federal state educational standard of basic general education, analysis of pedagogical situations, reflective analysis of educational practice. The analysis of the reflexive part of students reports whose practice was in distant (2020) and full-time (2019) forms is carried out, and the peculiarities of students assessment of their activities within the framework of two forms of educational practice are revealed. The authors reveal what aroused particular interest among the students, what they thought they had learned, what caused the difficulties. The pros and cons of conducting educational practice (practice for obtaining primary professional skills, including primary skills and research skills) in a distant format are substantiated. The paper argues the position about the importance of real interaction with students and school teachers in the context of educational practice for the effectiveness of professional training of prospective teachers.

Organization of Pedagogical Practice of Students in the USSR (1918–1991)

Organization of Pedagogical Practice of Students in the USSR (1918–1991)

Organization of Pedagogical Practice of Masters

Актуальность работы определяется тем, что в многообразии форм обучения и диагностики в современном магистерском образовании большое значение имеют различные виды практик, в том числе педагогическая, которые содержат целевой элемент на мотивацию учебной работы магистрантов. В статье раскрываются цель, задачи и содержание организации педагогической практики, которая определяется как практика по получению профессиональных умений и опыта профессиональной деятельности и служит промежуточным этапом между аудиторными занятиями и практической работой по специальности. Определены этапы педагогической практики. Рассмотренные в работе новые формы проведения педагогической практики используются для проведения профориентационных мероприятий в учебных заведениях системы среднего образования. В качестве методического обеспечения педагогической практики используется техническая и учебная литература, методическая документация, а также специализированные пакеты прикладных программ, применяемые повсеместно в учебном образовательном процессе. При этом активно используются образовательные ресурсы интернета, такие как сайт университета, электронные библиотеки, где можно найти исчерпывающую информацию учебного и методического характера, которая используется как преподавателями, так и студентами. В конечном итоге при прохождении педагогической практики осуществляется закрепление общекультурных компетенций и профессиональных навыков, которые становятся решающими факторами роста профессиональной деятельности будущего магистра.

Учебные задачи как средство оценивания сформированности компетенций при организации педагогической практики

Учебные задачи как средство оценивания сформированности компетенций при организации педагогической практики

Учебные задачи как средство оценивания сформированности компетенций при организации педагогической практики

Учебные задачи как средство оценивания сформированности компетенций при организации педагогической практики

ОРГАНИЗАЦИЯ ПРОВЕДЕНИЯ ПЕДАГОГИЧЕСКОЙ ПРАКТИКИ В ВУЗАХ КУЛЬТУРЫ И ИСКУССТВ

We reflect specificity of the organization of pedagogical practice in the universities of culture and arts, where the fundamental elements of the structure of the organizational and pedagogical process are methodological approaches that form the system of organization of pedagogical practice in the field of choreographic art. We reveal the essence of synergetic, systemic, cybernetic, cultural, learner-centered, competence, innovative approaches, and also give the most important principles, conditions and forms of pedagogical practice in the universities of culture and arts, its functioning, development and interaction on the basis of methodological approaches. Presented organizational conditions of teaching practice at the university associated with the formation of professional and educational environment in the framework of the implementation of pedagogical practice in the field of culture and arts, which provide an opportunity to fully develop the creative potential of specialists in the field of choreography. We offer the authors’ concept of passing of pedagogical practice for the purpose of individual development of programs by each student. It also presents opportunities for rethinking the goals, objectives, principles, content, methods, tools and organizational forms of the process of teaching practice in accordance with the requirements of the modern social order and the concept of modernization of the educational system in Russia.