Pedagogical Abilities Research Articles

FORMATION OF PROFESSIONAL COMPETENCE OF THE FUTURE TEACHER-MUSICIAN DURING THE PROFESSIONAL TRAINING

The article analyzes various interpretations of the concepts “competence”, “professional competence”, “teacher-musician’s professional competence”. The article highlights the scientists’ views on the issue of future teachers-musicians’ professional competence developing during professional training. It is determined that the formation of professional competence implies a comprehensive, harmonious development of the future teacher-musician who has not only theoretical knowledge but also practical skills and abilities.The author notes that one of the most important subjects in the content of special disciplines at art faculties is voice staging. During which students master vocal techniques, singing breathing, diction, emotional and dynamic expression, stage skills, etc. The main principles in solving musical and pedagogical issues of vocal education are the harmonious development of musical and creative abilities of vocal students in the process of developing general vocal culture, comprehensive development of individual qualities of vocalists.The study of scientific works allowed us to determine the essence of the concept of “professional competence of the future teacher-musician”, which includes a system of theoretical and practical knowledge, skills and abilities, experience, pedagogical abilities, important personal and professional qualities to ensure the successful self-realization of the future teacher in music education. The prospects of scientific research on the introduction of innovative learning technologies into the educational process, the search for ways of creative self-realization of experts in the art industry with an emphasis on personal and professional development have been outlined.

Професійне становлення педагога у моніторингових дослідженнях

The professional and pedagogical characteristics of the professional development of a teacher include, first of all, the level of professional-theoretical, as well as methodical and practical training of the teacher. The pedagogical orientation of the individual is manifested in the nature of solving this task. The pedagogical orientation of the teacher means, first of all, his interest in pedagogical activity and ability to be engaged in it. Orientation includes goals, motives and emotional attitude to activities (love, pleasure and other needs). Achieving high skill in teaching and educating individuals largely depends on the personal qualities of the teacher. And first of all from his pedagogical abilities. The activity of a teacher, as a form of expressing a person's active attitude to the surrounding reality, is concentrated in the field of involving the younger generation in the accumulation of social experience. Lack of purposeful education can lead to both intellectual and moral degradation of new generations. A specialist in the field of education is entrusted with social responsibility for the consequences of his work. The general purpose of the teacher - the formation of key competencies of the individual in the learning process. From a psychological point of view, a goal is a result of a person's predicted activity with a certain object. The result of the activity demonstrates the changes that occur with the object during human interaction with it. The issue of key competencies is being debated around the world today. This problem is especially relevant now in connection with the modernization of Ukrainian education.

Reframing Neurodiversity as Competitive Advantage: Opportunities, Challenges, and Resources for Business and Professional Communication Educators

This article outlines opportunities and challenges of teaching neurologically diverse students in the business communication course, providing basic resources and information for instructors to supplement their knowledge and pedagogical ability to support neurodiverse students. While the business communication course may represent obstacles for neurodiverse students, it also provides the ideal opportunity for them to practice and develop the soft skills that are essential to their success. Included are implications for neurodiversity as competitive advantage as employers look to harness the unique talents of neurodivergent graduates through active recruitment programs and universities increase programming to support these diverse and talented students.

ФОРМУВАННЯ ЦІННІСНИХ ОРІЄНТАЦІЙ МАЙБУТНІХ ПЕДАГОГІВ-ХОРЕОГРАФІВ У ПРОЦЕСІ МЕТОДИЧНОЇ ПІДГОТОВКИ

The modern philosophy of art and pedagogical education considers the idea of humanization of the educational process in higher education institutions as leading and emphasizes the need to form future teachers’ values, which are evidence of personal maturity, psychological readiness for teaching. The high level of formation of professional qualities of the teacher’s personality, full disclosure of his individual, potential and personal capabilities provide active pedagogical activity. As a component of personality’s structure, value orientations are manifested in human activity as certain hierarchies of benefits that a person provides to material, social and spiritual values. Social values act for the teacher of choreography as strategic goals of his pedagogical activity, influence the content and direction of his needs, motives and interests. The aim of methodical training of future teachers-choreographers is to form the foundations of their professional culture, the ability to operate with knowledge and skills in the process of understanding the problems of teaching choreography, a holistic vision of the pedagogical process. As a result of mastering the theory and technology of art education, methodological training includes individual socio-personal experience of theteacher as a set of methodological knowledge and skills that allow him to identify a personal scientifically sound position in solving art and educational problems. Based on the synthesis of opportunities, pedagogical abilities, social activity, inclusion of the individual in pedagogical activity, the subject of activity with his position, professional plans, beliefs, behaviour, attitude to the results of his own activity and value orientations is formed.

Evaluación del desempeño docente y las habilidades para la vida de los estudiantes del nivel secundario de la Institución Educativa Privada Pamer, Los Olivos – Lima Norte, 2017

La presente investigación trata en determinar la influencia que existe entre la evaluación del desempeño docente y las habilidades para la vida en los estudiantes del nivel secundario de la Institución Educativa Privada PAMER Los Olivos - Lima Norte, 2017. En base a la revisión de la literatura existente se establece tres dimensiones para la variable independiente Estrategias didácticas, Capacidades pedagógicas, Responsabilidad de funciones laborales. Para la variable dependiente se establece 3 dimensiones las Habilidades Sociales, Cognitivas y para Manejar Emociones. Es una investigación de Enfoque: Cuantitativo de tipo básica, de Nivel Descriptiva-causal. Diseño: no experimental de corte transversal. Para la recolección de datos se utilizó un cuestionario a directivos, y estudiantes. Para la contratación de hipótesis se usó la correlación de R-Spearman entre las variables, los resultados indican que la evaluación del desempeño docente influye significativamente en las habilidades para la vida en los estudiantes del nivel secundario de la Institución Educativa Privada PAMER Los Olivos - Lima Norte, 2017 y la correlación es significativa y alcanza un nivel de 0.783 que corresponde a un nivel de correlación positiva moderada.

MODERN PEDAGOGICAL METHODS IN EFFECTIVE ORGANIZATION OF LESSONS

Technological development of the educational process means the organization of an effective didactic process in accordance with the established educational objectives. The development of professional and pedagogical skills of teachers requires the organization of their educational and cognitive activities on the basis of a technological approach. For this purpose, it is used in the design of pedagogical technologies related to foreign didactic. These projects are tested by pedagogical experience - the dynamics of the development of pedagogical abilities of teachers are studied and conclusions are made. The National Training Program emphasizes the implementation of a mechanism for the implementation of research results in education through the establishment of experimental sites for the introduction of “pedagogical technologies”. The scientific solution of this social order requires the transformation of the professional and pedagogical activity of school teachers and the development of personal qualities into a purposeful, consistent and continuous process. National Personnel Training is an economically viable, short-term, effective form of teacher professional development as part of continuing education. This type of education, of course, has its own pedagogical system, and the study of it, to ensure its mobility, to determine the conditions for improving the effectiveness of lessons on the basis of advanced pedagogical technology is the current research object of pedagogy. Therefore, the essence of this research is to improve the quality of lessons using the advanced pedagogical technologies Uzbekistan and their effective use in the education of the younger generation on the basis of an integrated approach.

Reconstruction of Professional Teacher Education Program

The Professional Teacher Education Program (in Indonesia known as Pendidikan Profesi Guru – PPG) was developed by the teacher training university by referring to Teacher Education Standards which include educational standards, research standards, and community service standards. Article 17 (1) of The Act Number 12 of year 2012 concerning Higher Education states that professional education is a higher education after an undergraduate program that prepares students for works, which need special expertise requirements. Based on this article of The Act, the competencies of PPG graduates that should include four professional teacher competencies, which are professional, pedagogical, personal and social competencies, should be more than undergraduate’s competencies. However, do the material and evaluation systems currently show such a relationship? Besides that, the social, personal, professional and pedagogical abilities of the teacher are not abilities that are mastered separately but rather the overall integration of these abilities which shows the professionalism of the teacher. This article discusses the weaknesses of the current PPG program implementation and the efforts to reconstruct it to obtain a PPG program implementation system that takes into account the comprehensive and integrated competencies as learning outcomes of the program’s graduates. Keywords : professional teacher, Professional Teacher Education Program, professional education DOI : 10.7176/JEP/11-16-12 Publication date : June 30th 2020

FEATURES OF COGNITIVE ACTIVENESS OF UNIVERSITY TEACHERS IN RUSSIA

There has been a decrease of the activeness in the sphere of self-improvement among specialists. It can be assumed that this happens with university teachers as well, and the reason for this might be the fall of their cognitive activeness. The author of the article determines the particularity of the cognitive activeness, its most valuable indicators, as well as their psychological factors. The objective is to reveal the peculiarities of cognitive activeness for further scientific justification of the ways of its development. The questionnaire and the experiment methods were used, the cognitive activeness of the teachers was measured with the scale-type survey, worked out by J. J. Zhukov; the satisfaction with the performance was measured with the expert assessments survey, worked out by G. V. Lozovaja; the pedagogical abilities, the motives of professional activity, the successfulness of the performance and the adaptation to it were determined by the A. N. Nikolaev´s surveys. The main results are the following: the components of cognitive activeness dominate – the integration of educational material, supra-situational activity, the interest in cognition. The components of cognitive activeness have an impact on all indicators of teachers' adaptability. Three types of teachers have been identified: those motivated to the success of their activity; those motivated to the process itself; and those who are passionate about their activities. These types correspond to the results of the factor analysis with factors that are focused on the profession and self-improvement through cognitive activeness, on the activity preference based on one´s interests, and on the success of the activity according to one´s abilities.

KEMAMPUAN GURU DALAM MERENCANAKAN PEMBELAJARAN HIGHER ORDER THINKING SKILLS (HOTS) DI SEKOLAH DASAR

The ability to plan learning is a pedagogical ability that teachers must have. Learning Higher Order Thinking Skills (HOTS) should have been implemented by teachers in the RPP in order to support learnig activities that emphasize the development of critical thinking, creative and problem solving skills. This study aims to describe the ability of teachers in planning HOTS learning in the form of developing critical and creative thinking skills in solving problems in Sridadi 55/1 Primary School. This resarch was carried out at Sridadi 55/1 Public Elementary School, Muara Bulian District, Batanghari Regency, Jambi in even semester of the 2019/2020 school year. Data collection was obtained from RPP observations and supported by interviews with related parties to meet the data requirements regarding HOTS learning planning and documentation. Data analysis in this study used triangulation. The research method used is qualitative research with type of phenomenology that aimed to describe the phenomena experienced by the research subject in detail and in depth. The observations result showed that the Learning Implementation Plan (RPP) prepared by the teacher met the lerning planning indicators based on Higher Order Thinking Skills (HOTS). The result of the interview also strengthened the findings of the observation.Based on in-depth interviews conducted showed that the teacher had compiled the lesson plan and met the criteria of the HOTS-based lesson plan. The results showed that the class IIIA and VA teachers at Sridadi 55/1 Elementary School had designed a HOTS-based lesson plan with a fairly good category.

Interest in new sports as a factor in the formation of a sustainable desire for a healthy lifestyle among students

The article presents the results of research to inoculation a steady interest in physical education for students of the pedagogical university, using the example of currently fashionable sports. The observation results allowed the authors using natural factors and street workout platforms to form professional pedagogical abilities and skills for future teachers who can be trained background interest in new sports. In particular, the authors against the background of visual examples of physical exercises of the city’s population in the Park of culture and recreation, students were informed about the importance of practice run before training on the development of physical qualities. They gave a detailed description of the performance of general developmental exercises for the purpose of health improvement, the development of physical qualities. In the main part of the lesson, students received not only theoretical knowledge, but also learned how to perform and train the simplest exercises for the development of physical qualities. The results of the experiment allowed the authors to increase students’ interest in a healthy lifestyle and teach them basic principles and methods of training.

DEVELOPING PMRI LEARNING ENVIRONMENT THROUGH LESSON STUDY FOR PRE-SERVICE PRIMARY SCHOOL TEACHER

Teachers’ pedagogical ability contributes significantly to their process and learning performance. To improve it, a development process is needed as long as they are still having their process of education or they are still teacher students. This study aimed to develop a valid and practical PMRI learning environment through lesson study which had a potential effect on improving the pedagogical abilities of pre-service primary school teachers. A design research method of development study type was used in this study consisting of three phases, namely the preliminary, development or prototyping phase, and assessment phase. The research subjects were 32 students of Primary School Teacher Education of Sriwijaya University. The data were collected using walkthrough, observation, documentation, questionnaires, interviews, and tests. The study produced a learning environment with a valid and practical Campus-School (CS) model and had a potential effect on improving teacher students' pedagogical ability. The learning environment was in the form of training on campus and implementation in schools. Based on the data analysis, the learning environment was able to produce pre-service primary education teachers understanding the PMRI through lesson study and design PMRI learning tools through a lesson study.

DEVELOPMENT OF THE ORGANIZATIONAL CULTURE OF THE EDUCATION LEADER OF EDUCATION BASED ON PEDAGOGICAL SKILLS

The essence of organizational culture of the head of educational institution, its humanistic direction and vectors of development are revealed in the article. Organizational culture (as a phenomenon) in the world theory and practice of management is defined in the humanistic approach to the organization and management of people in it, where the main task of management is adaptation to the external environment and trying to change it through the development of organizational culture, which helps to influence the activities of the organization through established values, norms, traditions, language, etc.; equips executives with a special system of concepts that makes day-to-day leadership of people meaningful and understandable. A great potential in addressing this issue is the process of professional training of executives, during which it is possible to influence both the interests of the organization as a whole and its individual members – teachers.
 The role of the leader in the development of organizational culture of the modern school is positioned, which requires not only comprehensive knowledge, perfect knowledge of management science, but also true dedication and unlimited responsibility for the task, high pedagogical skills. Analyzing scientific approaches to the study of this problem is necessary to develop methods that would increase the motivation of managers to constantly seek ways to improve management credo, and, as a consequence, create the benchmarks of their professional behavior and organization of management activities. The results of the study are summarized regarding the essence of pedagogical skill, which includes the following components: professional competence, readiness for creative professional activity, pedagogical abilities and pedagogical technique. It is determined that the pedagogical skills of the head of the modern school are considered in the context of introduction of new effective educational technologies, rational use of didactic, material and technological and human resources, achievements of the national pedagogical theory and practice, high level of organizational culture of raising the educational level of the educational cadre.

The Characteristics of Professional Pedagogy Orientation

This study aims to investigate the characteristics of professional orientation in pedagogy. Based on the works of I.S. Yakimanskoy, E.V. Bondarevskaya, A.A. Melik-Pashayeva, I.N. Semenova, V.K. Zaretsky and other researchers, the authors clarified the principles of personal orientation of educational activities that contribute to the development of the professional orientation of students of pedagogical specialties at the university. The article also presents the author’s complex of pedagogical conditions ensuring the development of the professional orientation of students of pedagogical specialties in a higher educational institution. The complex includes the following components: identification and formation of value orientations of students of pedagogical specialties; creating in higher education educational environment that promotes self-realization of the individual; accounting of students' subject experience; development of pedagogical abilities of future teachers; development of professional skills of university teachers as the basis for the formation of professional orientation of students of pedagogical specialties. The article also describes the results of experimental work, which confirmed the effectiveness of the developed complex of pedagogical conditions that ensure the development of the professional orientation of students of pedagogical specialties in a higher educational institution on the basis of personal orientation of educational activities.

ОСНОВНЫЕ ФУНКЦИИ УЧИТЕЛЯ-БАКАЛАВРА СОВРЕМЕННОЙ ШКОЛЫ

The high professionalism of the teacher invariably remains the decisive criterion for the fulfillment of his social functions. Teacher didactic training is a basic professional quality. The question of the effectiveness of the organization of the process of vocational guidance in the light of the problems under consideration can be successfully resolved on the basis of determining the basic pedagogical abilities and skills that graduates must be formed to successfully overcome the difficulties encountered in the educational process. Before describing the basic abilities in the activities of a young teacher, it is necessary to highlight the functions of his activities, which are discussed in the article, which highlights the methodology for studying the level of didactic knowledge, skills of graduates of a pedagogical university.

The structural diversity of teaching abilities of primary school teacher

Expand and deepening of detailed researches into the problems of training future primary teachers in physical education is very necessary under modern conditions. Scientists pay special attention to the creation and introduction of active methods of study, the skilful use of which would contribute to increasing efficiency in the acquisition by students of professional knowledge, skills in the organization of physical education process of pupils. Physical culture lessons in their modern format are insufficient in themselves to maintain health of children, because they are often carried out unskilled, uninteresting, which creates an additional study load, negative attitude of pupils to school physical culture is produced as a kind of secondary educational subject. There is a hopeless situation under such conditions, at first sight. Therefore, the way out of the situation that now has developed is to review fundamentally tasks, essence, functions, forms and technological foundations of physical education at school. First of all, it is necessary to go beyond the traditional perception of physical culture as means of conducting only appropriate lessons. Physical culture should be considered a key component of human culture and not only as the development of individual physical qualities of the body, as universal means and prerequisite for the formation of all qualities of the individual - ethical, emotionally and strong-willed, intellectual and creative, permissive-entertainment, spiritual in general. The activity components of the organizer of sports and mass work at primary school, listed in the research, are interconnected, constitute the main content of the structure of his abilities, although they are constantly improved in the processes of their manifestation. Also our observations convince that each individual teacher is most often dominated by some one of the components just named. One teacher is well produced with organizational tasks, another with Gnostic, and another with communicative tasks. This is the individual style of activity and the development level of his pedagogical abilities.

Evaluation of lecturer in higher education curriculum based on the National Standards of Higher Education No. 44 of 2015

The quality of education is still a benchmark of human resources (HR) in each country. The current era of revolution 4.0 requires a curriculum that is innovative, creative, and based on the needs of market share and the world of work with the addition of several new literacies. This study aims to identify and evaluate the tertiary curriculum (higher education curriculum) that has been applied in a higher education institution of health sciences in Buleleng, which refers to the national standard of higher education no. 44 of 2015. The evaluation was based on input, process, and output. The method used was the mixed method by using questionnaires and focus group discussions on 32 lecturers from the three knowledge fields of midwifery, nursing, and pharmacy. The results show that of the four standards evaluated, the learning process standard and assessment standard need to get priority in improving the academic system at the institution. Both of these components must be immediately improved in terms of concepts and understanding so that the goals, achievements, and quality of graduates can still be improved and maintained. Internal discussions and workshops should be done regularly each semester to refresh pedagogical ability and understanding of the regulatory faculty curriculum.

У истоков рефлексологии В. М. Бехтерева: детерминация становления и развития психологического течения

The paper deals with the problem of determination of development of V. M. Bekhterev’s reflexology. The author conducted a content-analysis of 20 historical and psychological sources published in 1927–2007 including the writings of V. M. Bekhterev’s students and contemporaries, his scientific autobiography, his granddaughter’s memoirs, history and psychology papers, introductions and opening letters to V. M. Bekhterev’s papers. The analysis revealed that the authors paid special attention to a personality aspect of determination, namely to V. M. Bekhterev’s personality traits concerned with research activities (scope of academic interests, forward thinking, pioneering work, etc.), and to the abilities enabling the scholar to establish a number of research, educational, and practical centers and groups and arrange their work (enthusiastic and inspirational vigor, authority, pedagogical abilities, and charisma).

The professional development of teachers of primary education, improvement of the professional qualifications and skills

Initial education is about making suggestions and recommendations for improving teachers’ development mechanisms. Identification of pedagogical and psychological features and factors of pedagogical skills development in teachers; development of scientifically based suggestions and recommendations on pedagogical development of teachers'abilities. Creating a person-centered free learning environment for creative self-promotion of teachers through innovative education and information and communication technologies VASlastenin, G. Chijakova I It is based on scientific researches of Ridanova, Y. Kruglova, J. Yuldashev, N. Azizkhodjaeva, U. Tolipov. Their research explores the socio-psychological issues of creativity and creativity, the psychodiagnostics, the relationship between intellectual and pedagogical, through a comparative analysis of concepts such as creative process, creative product, creative personality and creative environment. On the basis of in-depth analysis of pedagogical abilities, it was found that their constituents are directly related to communicative competence: didactic, perceptual, suggestive, empathic, acmeological, cognitive abilities and so on. It is this aspect that indicates the need for a holistic systematic set of pedagogical skills. Pedagogical ability is a special ability that determines the ability of a specialist to carry out pedagogical activity and the competence to successfully engage in this type of work.

Enhancing Pedagogical Profession and Personal Improvement for Vietnamese Student Teachers through Reality-experienced Internship Program in Thailand

The article analyses the significance of a reality-experienced program taking place in Thailand for Vietnamese student teachers. The reality-experienced program enables students to explore the cultural features and education systems of the two countries, where the students' pedagogical competency enhancement and personal ability improvement are the objectives of this research. The research is carried out based on the naturalistic paradigm and application of the qualitative method on six students of natural sciences discipline in the School of Education of Can Tho University. There were many activities that the internship program provided for the participants, such as visiting famous historical monuments and demonstrations of the school; meetings to exchange cultures between two countries; working together to design lesson plans and conduct microteaching; discovering Thai culture; especially implementing practicum in the lower and upper secondary schools. Therefore, the data collected include photos, personal journals, and reports of those students. The data of the research are analyzed by using the constant comparative method. The results show that all of these students have learned valuable lessons from those cultural features and education systems when using English to communicate, working in groups, developing pedagogical competency and improving personal abilities. Moreover, the experience learned from overcoming the challenges should be the ground for a better program in the future.

Сравнительный анализ эволюции научно-педагогического знания в области воспитания культуры фортепианного исполнения-интонирования

We examine and study the category “Culture of piano performance and intonation”, an important component of the education of professional competence and skill of the future teacher-musician. The subject of the research is the process of educating the culture of piano performance-intonation. The purpose of the research is a scientific and theoretical substantiation of the concept of education of the piano intonation culture. The relevance of the research is that there is a need to study the features of the process of educating the culture of piano performance and intonation. It is established that the content aspects of educating the culture of piano performance and intonation depend on the target setting for the development of a competent personality of the future teacher-musician and, in this regard, the priority vector of development is not only the development of professional musical and pedagogical knowledge, skills and abilities, but also personal qualities. The research methodology is based on the use of comparative analysis and systematization of scientific-theoretical and musical-pedagogical knowledge on the research topic; cultural approach to the problem of studying the phenomenon of piano performance and intonation; hermeneutical approach to the interpretation of the concepts under study; pedagogical experience gained in the course of teaching students in the discipline “Musical and Instrumental Training” at pedagogical university. As a result of this research, the concept of educating the culture of piano performance and intonation is formulated. It is concluded that the culture of piano performance and intonation – is a complex integrative property of the personality, based on the individual style – intonation auditory experience of the individual. The field of application of the obtained results is the practical activity of a teacher-musician.